Corrective Feedback and Working Memory Capacity in Interaction-Driven L2 Learning

Autor/in	Goo, Jaemyung
Titel	Corrective Feedback and Working Memory Capacity in Interaction-Driven L2 Learning
Quelle	In: Studies in Second Language Acquisition, 34 (2012) 3, S.445-474 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263112000149
Schlagwörter	Foreign Countries; Feedback (Response); Short Term Memory; Second Language Learning; English (Second Language); Metalinguistics; Attention Control; College Students; Pretests Posttests; South Korea + Suchen Sie Ihr Suchwort? Ausland; Kurzzeitgedächtnis; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Aufmerksamkeitstest; Collegestudent; Korea; Republik
Abstract	The present study explores the relative efficacy of recasts over metalinguistic feedback on the learning of the English "that"-trace filter and how working memory capacity (WMC) is related to the extent to which learners can benefit from recasts and metalinguistic feedback. Fifty-four Korean English as a foreign language (EFL) learners from six intact classes at a university formed two experimental groups (recasts and metalinguistic feedback) and one control group and carried out two first language (L1) working memory (WM) span tasks (reading span and operation span tasks). The two experimental groups participated in two information gap activities over two treatment sessions, during which they were required to ask questions involving the "that"-trace filter and received corrective feedback (either recasts or metalinguistic feedback) on their erroneous utterances. Two dependent variable measures (a written production test and a grammaticality judgment test) were administered in each test session (pretest and immediate posttest). Results showed that recasts were as effective as metalinguistic feedback in facilitating the acquisition of the target construction. This may, to some extent, be attributable to the blocking of modified output opportunities specifically designed in this study to prevent modified output from playing a potential role as a confound. Also, individual differences in WMC significantly predicted, and thus mediated the effects of, recasts but not metalinguistic feedback, on the acquisition of the "that"-trace filter. This suggests that executive attention or attention control (considered as a critical component of WMC) is involved in the noticing of recasts, but not in the noticing of metalinguistic feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10