Learner vs. instructor correction in adult second language acquisition: Effects of oral feedback type on the learning of French grammar
Abstract
This study examines the acquisition of the French hypothetical si-structure (if-structure) by adult classroom learners of French. Using a pretest/posttest quasi-experimental design, the researcher investigated the effects of oral corrective feedback on the learning of the targeted grammar structure. Two experimental groups were formed to compare the effects of the elicitation and recast treatments. During the treatment phase of the experiment, the elicitation group received feedback in the form of request to repeat ungrammatical utterances and the recast group received teacher recasts. A control group received no feedback following oral production errors. Gain scores derived from the pretest and two posttests were analyzed statistically. No significant differences were found between the gain scores of the two experimental groups. This finding suggests that there was no differential impact between elicitation and recast in the participants' ability to learn the grammar structure. Also, no significant differences were found between the experimental groups and the control group, suggesting that neither elicitation nor recast was more facilitative than providing no feedback in learning. Factors which may explain the lack of differences between groups were explored.
Degree
Ph.D.
Advisors
Brown, Purdue University.
Subject Area
Linguistics|Language arts|Adult education|Continuing education
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