Tailoring mediation to learners' ZPD: effects of dynamic and non-dynamic corrective feedback on L2 development.

Autor/in	Rassaei, Ehsan
Titel	Tailoring mediation to learners' ZPD: effects of dynamic and non-dynamic corrective feedback on L2 development.
Quelle	In: Language learning journal, 47 (2019) 5, S. 591-607Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 7
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0957-1736; 1753-2167
DOI	10.1080/09571736.2017.1343863
Schlagwörter	Empirische Forschung; Korrektur; Feedback; Fremdsprachenunterricht; Sprachmittlung; Englischunterricht
Abstract	The current study investigates the effects of dynamic and non-dynamic oral corrective feedback in response to learners' errors on English as a foreign language (EFL) learners' English wh-question development over three treatment sessions. Sixty-eight EFL learners were assigned randomly to one of two experimental conditions that received either dynamic or non-dynamic feedback and a control condition. Dynamic feedback was operationalised in the context of dyadic interaction as a feedback sequence that targeted learners' zone of proximal development (ZPD) by providing dynamic prompts that were initially in the form of implicit hints and became increasingly more explicit until the learner received sufficient help to revise his or her incorrect form. The non-dynamic feedback included several fixed corrective feedback moves with no concern for learners' ZPD. Learners' scores obtained from two testing instruments, a picture description task and a question generating task, indicated that compared to the control group, both experimental conditions had statistically significant effects on the development of target form. Meanwhile, the findings suggested that the dynamic feedback condition had more profound effects on L2 development than did the non-dynamic feedback condition. Qualitative examination of the dynamic group's interactions in the three treatment sessions also provided further insight into how dynamic feedback assists L2 development. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2