The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (impli...
| Main Authors: | , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
SAGE PUBLICATIONS LTD
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/80005 |
| _version_ | 1848764140490850304 |
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| author | Zhao, Y. Ellis, Rod |
| author_facet | Zhao, Y. Ellis, Rod |
| author_sort | Zhao, Y. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context. |
| first_indexed | 2025-11-14T11:14:37Z |
| format | Journal Article |
| id | curtin-20.500.11937-80005 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:14:37Z |
| publishDate | 2020 |
| publisher | SAGE PUBLICATIONS LTD |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-800052020-08-11T06:18:58Z The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study Zhao, Y. Ellis, Rod Social Sciences Education & Educational Research Linguistics classroom research grammar acquisition implicit and explicit corrective feedback noticing WORKING-MEMORY CAPACITY RECASTS PROMPTS 2ND-LANGUAGE FORM SLA This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context. 2020 Journal Article http://hdl.handle.net/20.500.11937/80005 10.1177/1362168820903343 English SAGE PUBLICATIONS LTD restricted |
| spellingShingle | Social Sciences Education & Educational Research Linguistics classroom research grammar acquisition implicit and explicit corrective feedback noticing WORKING-MEMORY CAPACITY RECASTS PROMPTS 2ND-LANGUAGE FORM SLA Zhao, Y. Ellis, Rod The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study |
| title | The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study |
| title_full | The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study |
| title_fullStr | The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study |
| title_full_unstemmed | The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study |
| title_short | The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study |
| title_sort | relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by chinese university students: a classroom-based study |
| topic | Social Sciences Education & Educational Research Linguistics classroom research grammar acquisition implicit and explicit corrective feedback noticing WORKING-MEMORY CAPACITY RECASTS PROMPTS 2ND-LANGUAGE FORM SLA |
| url | http://hdl.handle.net/20.500.11937/80005 |