Item Details

Implicit and explicit corrective feedback and feedback exposure conditions

Issue: Vol 4 No. 1 (2020)

Journal: Instructed Second Language Acquisition

Subject Areas:

Abstract:

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.

Author: Takehiro Iizuka, Kimi Nakatsukasa

View Full Text

References :

Azkarai, A., & Oliver, R. (2016). Negative feedback on task repetition: ESL vs. EFL child settings. The Language Learning Journal. doi:10.1080/09571736.2016.1196385

Carroll, S. (2001). Input and evidence: The raw material of second language acquisition. Amsterdam: Benjamins.

Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357–386.

Cohen, J., Miles, J., & Shevlin, M. (2001). Applying regression and correlation: A guide for students and researchers. London: Sage.

DeKeyser, R. M. (1993). The effect of error correction on L2 grammar knowledge and oral proficiency. The Modern Language Journal, 77(4), 501-514.

DeKeyser, R. M. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 313-348). Malden, MA: Blackwell.

DeKeyser, R. M. (2009). Cognitive-psychological processes in second language learning. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 119–138). Oxford, UK: Wiley-Blackwell.

Eckerth, J. (2009). Negotiated interaction in the L2 classroom. Language Teaching, 42(1), 109–130.

Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172.

Ellis, R. (2012). Language teaching research and language pedagogy. London: Wiley-Blackwell.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339–368.

Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1–23.

Godfroid, A. (2016). The effects of implicit instruction on implicit and explicit knowledge development. Studies in Second Language Acquisition, 38(2), 177-215.

Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445–474.

Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 127–165.

Havranek, G., & Cesnik, H. (2001). Factors affecting the success of corrective feedback. EUROSLA Yearbook, 1, 99–122.

Inaba, M. (2004). Nihongo shokyuu chuukyuu ni mirareru bunpouteki ayamari (Grammatical errors in elementary and intermediate level). Aichi University of Education Bulletin, 4, 45–56.

Jiménez, L. (2002). Intention, attention, and consciousness in probabilistic sequence learning. In L. Jiménez (Ed.), Attention and implicit learning (pp. 43–68). Amsterdam, The Netherlands: John Benjamins.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309–365.

Li, S. (2013). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. The Modern Language Journal, 97(3), 634–654.

Li, S. (2014). The interface between feedback type, L2 proficiency, and the nature of the linguistic target. Language Teaching Research, 18(3), 373–396.

Long, M. H. (2015). Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell.

Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269–300.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37–66.

Lyster, R., & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167–184.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32, 265–302.

Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The Modern Language Journal, 90(4), 536–556.

Mackey, A. (1999). Input, interaction, and second language development. Studies in Second Language Acquisition, 21(4), 557–587.

Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A., & Nakatsukasa, K. (2007). Teachers' intentions and learners' perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching, 1, 129–152.

Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp.407–452). Oxford: Oxford University Press.

Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 181–209). Philadelphia, PA: Benjamins.

Masuda, K. (2013). Applying cognitive linguistics to teaching Japanese polysemous particles. Sophia Linguistica, 60, 105–122.

Mochizuki, K., & Kano, C. (2012). Eigo nihongo ni okeru kuukan jikan ni kakawaru kakuhyoushiki (Case markers of space and time in English and Japanese). Tokyo University of Foreign Studies Bulletin, 85, 219–236.

Nabei, T., & Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student's second language learning. Language Awareness, 11, 43–63.

Nakatsukasa, K. (2016). Efficacy of recasts and gestures on the acquisition of locative prepositions. Studies in Second Language Acquisition, 38(4), 771–799.

Ohta A. (2000). Rethinking recasts: A learner-centered examination of corrective feedback in Japanese classroom. In Hall J.K., Verplaeste L. (Eds.), The construction of second and foreign language learning through classroom interaction (pp. 47–71). Mahwah, NJ: Erlbaum.

Ohta, A. S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.

Rebuschat, P. (2013). Measuring implicit and explicit knowledge in second language research. Language Learning, 63(3), 595–626.

Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835–874.

Soroli, E. (2012). Variation in spatial language and cognition: exploring visuo-spatial thinking and speaking cross-linguistically. Cognitive Processing, 13(1), 333–337.

Spada, N., & Lightbown, P. M. (2008). Form-focused Instruction: Isolated or integrated? TESOL Quarterly, 42(2), 181–207.

Suzuki, Y., & DeKeyser, R. (2015). Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65(4), 860–895.

Wako, M. (2012). Ryuugakusei no shiyousuru nihongo ni mirareru shotokuchou: chuukangengobunseki no kanten kara (Some characteristics of Japanese spoken by JSL learners: From a viewpoint of interlanguage research). Osaka Kyouiku University Bulletin, 61, 35–40.

Yilmaz, Y. (2013). Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34(3), 344–368.

Yilmaz, Y. (2016). The role of exposure condition in the effectiveness of explicit correction. Studies in Second Language Acquisition, 38(1), 65-96.