The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles

Autor/in	Sheen, Younghee
Titel	The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 41 (2007) 2, S.255-283 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Control Groups; Metalinguistics; Feedback (Response); Language Aptitude; English (Second Language); Second Language Learning; Form Classes (Languages); Written Language; Error Correction; Community Colleges; College Students; Second Language Instruction; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Sprachbegabung; Spracheignung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Analytischer Sprachbau; Geschriebene Sprache; Korrektur; Community college; Community College; Collegestudent; Fremdsprachenunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the differential effect of two types of written corrective feedback (CF) and the extent to which language analytic ability mediates the effects of CF on the acquisition of articles by adult intermediate ESL learners of various L1 backgrounds (N = 91). Three groups were formed: a "direct-only correction" group, a "direct metalinguistic correction" group, and a control group. The study found that both treatment groups performed much better than the control group on the immediate posttests, but the direct metalinguistic group performed better than the direct-only correction group in the delayed posttests. It also found a significantly positive association between students' gains and their aptitude for language analysis. Moreover, language analytic ability was more strongly related to acquisition in the direct metalinguistic group than in the direct-only group. The results showed that written CF targeting a single linguistic feature improved learners' accuracy, especially when metalinguistic feedback was provided and the learners had high language analytic ability. (Contains 4 figures, 8 tables, and 2 footnotes.) (Author).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10