Dissertation/Thesis Abstract

Differential effects of corrective feedback on L2 acquisition
by Vartanian, Martha Michiko, M.A., California State University, Long Beach, 2011, 69; 1493192
Abstract (Summary)

This study examined the differential effects of corrective feedback on L2 acquisition on a continuum from implicit to more explicit. In NS-NNS dyads with the researcher, adult learners of English from a Spanish L1 background were randomly placed into groups and each group was exposed to a different form of corrective feedback on two grammatical units: past-tense -ed and articles. Development was assessed through post- and delayed-post grammaticality judgment tests. Results suggest an advantage for explicit corrective feedback on the development of past-tense -ed and articles for learners at a beginning level. Results also indicate that learners' developmental readiness plays a far less significant role in L2 development than does the degree of explicitness of corrective feedback.

Indexing (document details)
Advisor: Abbuhl, Rebekha
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 49/05M, Masters Abstracts International
Subjects: Bilingual education, Linguistics
Publication Number: 1493192
ISBN: 978-1-124-62229-3
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