Implicit and explicit corrective feedback and feedback exposure conditions

Autor:	Takehiro Iizuka, Kimi Nakatsukasa
Rok vydání:	2020
Předmět:	Judgement Significant difference Exploratory research Grammaticality Corrective feedback Locative case Explicit knowledge Psychology Test (assessment) Cognitive psychology
Zdroj:	Instructed Second Language Acquisition. 4:3-48
ISSN:	2398-4163 2398-4155
DOI:	10.1558/isla.38113
Popis:	This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b8104e0985f642177dc66a46a5ee70ef https://doi.org/10.1558/isla.38113 Zobrazit plný text záznamu