Implicit and explicit corrective feedback and the acquisition of L2 grammar

Show simple item record Ellis, Roderick en Loewen, Shawn en Erlam, Rosemary en 2012-03-07T00:02:31Z en 2006 en
dc.identifier.citation Studies In Second Language Acquisition 28(2):339-368 2006 en
dc.identifier.issn 0272-2631 en
dc.identifier.uri en
dc.description.abstract This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed. In an experimental design (two experimental groups and a control group), low-intermediate learners of second language English completed two communicative tasks during which they received either recasts (implicit feedback) or metalinguistic explanation (explicit feedback) in response to any utterance that contained an error in the target structure. Acquisition was measured by means of an oral imitation test (designed to measure implicit knowledge) and both an untimed grammaticality judgment test and a metalinguistic knowledge test (both designed to measure explicit knowledge). The tests were administered prior to the instruction, 1 day after the instruction, and again 2 weeks later. Statistical comparisons of the learners’ performance on the posttests showed a clear advantage for explicit feedback over implicit feedback for both the delayed imitation and grammaticality judgment posttests. Thus, the results indicate that metalinguistic explanation benefited implicit as well as explicit knowledge and point to the importance of including measures of both types of knowledge in experimental studies. en
dc.publisher Cambridge University Press en
dc.relation.ispartofseries Studies In Second Language Acquisition en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Implicit and explicit corrective feedback and the acquisition of L2 grammar en
dc.type Journal Article en
dc.identifier.doi 10.1017/S0272263106060141 en
pubs.issue 2 en
pubs.begin-page 339 en
pubs.volume 28 en
dc.rights.holder Copyright: Cambridge University Press en
pubs.end-page 368 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 66241 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2010-09-01 en

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