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Associations Between L2 Proficiency and Efficacy of Corrective Feedback Types

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.2 (2022.06)바로가기
  • 페이지
    pp.563-576
  • 저자
    Yusuke Sato
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A416055

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원문정보

초록

영어
This study examined the relative effectiveness of recasts, explicit correction, and metalinguistic prompts on developing English past progressive forms among second language (L2) learners, and whether the effectiveness of each feedback type was differently associated with L2 proficiency. A total of 197 Japanese learners of English as a foreign language were divided into recast, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks and received corrective feedback (CF). The task-only group performed the same tasks as the CF groups but did not receive CF. The test control group did not perform the tasks and solely took pretests and posttests. The results showed that explicit types of feedback (explicit correction and metalinguistic prompts) were more effective than implicit feedback (recasts). Further, simple regression analyses showed that L2 proficiency was significantly associated with gains in scores of the recast and metalinguistic prompt groups but not the explicit correction group. These results suggest that L2 proficiency differentially influences the effectiveness of different CF types.

목차

Abstract
Introduction
Theoretical Issues
CF Types
CF and L2 Proficiency
The Present Study
Methods
Participants
Target Structure
Treatment
CF
Learning Outcome Measures
L2 Proficiency
Procedure
Analysis
Results
UGJT
EIT
Discussion
Relative Effectiveness of the Different Types of CF on Developing of the Past Progressive Form
Effects of L2 Proficiency
Conclusion
The Author
References

키워드

corrective feedback second language proficiency past progressive

저자

  • Yusuke Sato [ Nagano University, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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