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.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 49/05M, Masters Abstracts International|
|Subjects:||Bilingual education, Linguistics|
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