Corrective Feedback and Second Language Acquisition: Differential Contributions of Implicit and Explicit Knowledge
Year: 2014
Type: article
Study design: Clinical Trial
Abstract: The issue of error correction remains controversial in recent years due to thedifferent positions of interface toward implicit and explicit knowledge of ESLlearners. This study looks at the impacts of implicit corrective feedback in theform of recast on implicit and explicit knowledge of adult ESL learners. In anexperimental study, lower-intermediate learners first were taught thegrammatical features; then they completed communicative tasks during which theexperimental group received recast and the control group received no feedbackwhen an error occurred. Acquisition was measured by means of tests designed tomeasure implicit and explicit knowledge. Results of ANCOVA analysis revealedhigher score for the experimental group; and result of t-test revealed that recasthas significant effect on implicit knowledge. In line with the weak interfaceposition toward implicit and explicit knowledge, the findings extend empiricalsupport for Schmidt’s noticing hypothesis and function of recast in languagelearning.
Institution: University of Malaya
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2122267527