The effectiveness of corrective feedback and the role of individual differences in language learning: a classroom study
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Frankfurt am Main [u.a.]
Lang
2013
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis Klappentext |
| Beschreibung: | 192 S. Ill., graph. Darst. 22 cm |
| ISBN: | 9783631625989 3631625987 |
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Datensatz im Suchindex
| _version_ | 1806328529487396864 |
|---|---|
| adam_text |
Table
of
Contents
Introduction
. 13
Theoretical background
. 13
The study
. 18
Outline of the book
. 20
Chapter
1
Theoretical and Pedagogical Perspectives of CF
. 21
Introduction
. 21
Nativists vs. environmentalists
. 21
Linguistic perspective: UG-based approaches to CF
. 22
Psycholinguistic perspective: cognitive and
interactionist
approaches
toCF
. 24
Connectionist approaches
. 30
Social perspective: Socio-cultural approach to CF
.,. 31
Pedagogical perspectives of CF
. 32
Summary
. 34
Chapter
2
Empirical Research on Oral CF
. 35
Introduction
. 35
Descriptive classroom studies
. 35
Experimental laboratory studies
. 42
Quasi-experimental classroom studies
. 46
Meta-analyses of oral corrective feedback
. 51
Summary
. 52
Chapter
3
Learner Individual Differences
. 55
Introduction
. 55
Language aptitude
. 55
Language analytic ability
. 57
Working memory
. 63
Language learning anxiety
. 68
Summary
. 71
Chapter
4
Methodology
. 73
Introduction
. 73
Research questions
. 73
Design of the study
. 74
Participants and research site
. 75
Target structures
. 77
Instruments for data collection
. 79
Procedures for data collection
. 82
Pilotstudy
. 91
Data analysis
. 93
Chapter
5
Results
. 95
Introduction
. 95
Oral production
. 95
Written production
. 104
Corrective feedback, repair and gains
. 112
Learner individual differences
. 116
Chapter
6
Discussion
. 123
Introduction
. 123
Oral production
. 123
Written production
. 126
Input-providing vs. output-prompting CF
. 127
Target structures
. 131
Implicitness of corrective feedback
. 133
Salience
. 135
Effects of starting proficiency
. 137
Summary: CF and language acquisition
. 138
Uptake with repair and learning gains
. 139
Learner individual differences
. 143
Summary: CF, IDs and language acquisition
. 146
Chapter
7
Conclusion
. 149
Introduction
. 149
Main findings
. 149
Theoretical implications
. 152
Pedagogical implications
. 156
Limitations
. 157
Suggestions for future research
. 158
References
. 161
Appendix A
References for illustrations used in the study
. 179
Appendix
В
Example of picture-based tests used in oral production
. 180
Appendix
С
Example of picture-based tests used in written production
. 181
Appendix
D
Language Analysis Test
. 182
Appendix
E
Speaking Span Test
. 185
Appendix
F
Anxiety Questionnaire
. 187
Nadia
Mifka
Profezie
The Effectiveness of Corrective Feedback
and the Role of Individual Differences
in Language Learning
As an issue of controversy, corrective or
negative feedback has been a much de¬
bated and investigated topic in theory and
research on second-language acquisition.
This book contributes to the ongoing
discussion by reporting on a classroom
study which examined the effects of two
corrective feedback types
-
recasts and
clarification requests
-
on the acquisition
of the Freiich verb forms
passé
compose
and
imparfait
The study also looked at
the role of individual differences in ana¬
lytic ability, working memory and anxiety
in predicting the learning gains. This
research makes an original contribution
by investigating the types of corrective
feedback that have not previously been
compared for French verb forms, by
targeting high school learners, by eliciting
both oral and written language produc¬
tion and by including tests of three factors
of individual differences.
The Author
Nadia
Mifka Profozic teaches Second-lan¬
guage acquisition and English language
teaching methodology at the University
of
Zadar
(Croatia). She holds a PhD and a
MTESOL from the University of Auck¬
land. A former journalist and a language
teacher, she has taught English as a foreign
language, English as a second language
and French in Croatia and New Zealand. |
| any_adam_object | 1 |
| author | Mifka Profozic, Nadia |
| author_GND | (DE-588)1041659377 |
| author_facet | Mifka Profozic, Nadia |
| author_role | aut |
| author_sort | Mifka Profozic, Nadia |
| author_variant | p n m pn pnm |
| building | Verbundindex |
| bvnumber | BV041974484 |
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| dewey-full | 440.71 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 440 - French & related Romance languages |
| dewey-raw | 440.71 |
| dewey-search | 440.71 |
| dewey-sort | 3440.71 |
| dewey-tens | 440 - French & related Romance languages |
| discipline | Sprachwissenschaft Literaturwissenschaft Romanistik |
| format | Thesis Book |
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| title | The effectiveness of corrective feedback and the role of individual differences in language learning a classroom study |
| title_auth | The effectiveness of corrective feedback and the role of individual differences in language learning a classroom study |
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