Does Complexity of Grammatical Structures Mediate the Efficacy of Written Corrective Feedback?

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Sung-Soo Jang
• 간행물 정보: 『영어교육연구』제30권 4호, 69~84쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.12.31

영문 초록

The study aimed to investigate whether the efficacy of written corrective feedback (CF) for improving second language (L2) knowledge varies with complexity of its target structures. Fifty six Korean EFL college students participated in the experiment designed to fulfill the purpose. The articles and the hypothetical conditional were selected as the target structures to represent two different levels of complexity with the latter being more complex. The participating learners were randomly assigned to one of the two experimental groups or the control group and produced a written text in each of four dictogloss tasks. Each experimental group received direct written CF for one of the two target structures in their first and second written texts while the control group received no CF on any of their texts. The first dictogloss writing served as the pretest while the third and the fourth writing were used as the immediate and the delayed posttest respectively. Knowledge of the target structures was measured by calculating their accuracy in learners’ texts. The results showed that written CF was effective for both target structures but had greater benefits for the hypothetical conditional. The findings suggest that complexity of grammatical structures might constitute a mediating factor for the efficacy of written CF for acquiring them and that written CF could become more effective for complex structures that have high levels of perceptual saliency and semantic magnitude.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHOD

Ⅳ. RESULTS

Ⅴ. DISCUSSION

Ⅵ. CONCLUSION

키워드

written corrective feedback direct feedback linguistic complexity noticing, practice