Among the perennial issues confronting instructed SLA researchers, as well as practitioners, is the role that corrective feedback plays in second language acquisition. This study compares two types of corrective feedback that have been examined in the past with conflicting results, prompts and recasts, and adds a third type of corrective feedback that has been called modified recasts. A total of 250 participants, from ten intact classes, were divided into four different groups that received different feedback treatments during one hour of class. The treatment consisted of two communicative activities (a story reconstruction task and an information-gap activity) that lead participants to practice noun-adjective agreement and subject-verb agreement. While completing these activities, the four treatment groups received one of the following types of corrective feedback: 1) prompts, 2) recasts, 3) modified recasts, and 4) no feedback. The treatment classes were videotaped. All participants completed two tasks, directed by their actual instructor: a spontaneous oral production task and a grammaticality judgment task, during three testing sessions in a pretest, posttest, and delayed posttest design. The results of the statistical analyses did not show any differences between groups in the oral production task, nor in the accuracy of the grammaticality judgment task. However, a second look at the in-class treatments revealed that the experimental groups received significantly different amounts of feedback. This study suggests that the question of how much feedback is given to learners is as important as the type of feedback that they receive. / A Dissertation Submitted to the Department of Modern Languages and Linguistics in Partial Fulfillment of the Requirements for the Degree of Doctor of
Philosophy. / Summer Semester, 2011. / April 28, 2011. / Feedback, Oral Feedback, Second Language Acquisition, Recasts, Prompts, Modified Recasts, Classroom, SLA, Linguistics, Spanish, Feedback Type / Includes bibliographical references. / Michael J. Leeser, Professor Directing Dissertation; David Gussak, University Representative; Gretchen Sunderman, Committee Member; Lara Reglero, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_176342 |
| Contributors | Rivera, Jaime Antonio (authoraut), Leeser, Michael J. (professor directing dissertation), Gussak, David (university representative), Sunderman, Gretchen (committee member), Reglero, Lara (committee member), Department of Modern Languages and Linguistics (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0027 seconds