Does negative feedback have an effect on language acquisition? (original) (raw)
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The Role of Implicit Negative Feedback in Language Development-Some Reflections
This paper discusses the importance of feedback, especially the implicit negative feedback in learning process to enhance language development. The definition of the feedback and the types are elaborated in relation to how the types contribute in improving the comprehension and the acquisition of second language in the process of communication with native and non-native speakers of English by providing comprehensible input and modified output. The theory of implicit negative impact which focuses on three significant areas: (1) type of implicit negative feedback, (2) the critical role of noticing to increase the knowledge and the acquisition by demonstrating research studies to prove, and (3) the key role of interaction to increase the acquisition and the comprehension are detailed with supportive literature. The paper also briefs some limitations encountered while applying such type of feedback in the learning process.
Corrective Feedback and Second Language acquisition
ABSTRACT The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt’s noticing hypothesis and function of recast in language learning.
Journal of Child Language, 1999
Despite previous work showing that mothers, fathers, and siblings provide negative evidence regarding children's grammatical errors, the role of linguistic input remains controversial. Since most work in this area has concentrated on negative evidence in the mother–child dyad, this study extended prior work by comparing mothers', fathers' and siblings' corrective repetitions to children's errors across different family settings. Fourteen children (2;3) were videotaped interacting with their mothers, fathers, and siblings (4;1) in dyad, triad, and tetrad settings. Analyses revealed that mothers and fathers provided more corrective repetitions than siblings did. Although the size of the setting did not differentiate responding, when specific configurations were examined differences emerged. Analyses of individual families revealed that all children received feedback following syntax errors. These results are discussed in terms of current negative evidence research.
Corrective Feedback in Second Language Acquisition
2016
The fundamental role played by this book is that it theoretically and experimentally observes and analyses the impact of the implicit and explicit corrective feedback on grammar acquisition of ESL students in their natural learning environment. It does this with the help of relatively separate measurement tests of implicit and explicit knowledge. The book provides empirical, pedagogical and methodological implications which help clarify some of the ambiguities and substantiate some of the findings existing in the literature review of this field of study.
Corrective Feedback Clarifications in Second Language Acquisition
Kwansei Gakuin University Humanities Review, 2015
Corrective feedback is regarded as a crucial element in the process of developing second language acquisition (SLA); it is argued, to supply comprehensible samples of target language necessary for SLA (Long, 1988). This paper will focus on corrective feedback in language classrooms relating to oral production. Corrective feedback as an instructional device is when a teacher corrects the utterance of a learner’s error; it has both explicit and implicit modes. Recasts as a form of implicit corrective feedback is both an efficient and effective corrective tool in the language classroom that is arguably misunderstood in the English as a foreign language (EFL) context as lazy teaching.