Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work
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调查有重点和无重点纠正反馈对书面作业中介词准确使用的效果
DOI：
10.5539/elt.v7n2p119
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
L. Ng
中科院分区：
文献类型：
--
作者：
A. Kassim;L. Ng
本文讨论了一项研究的结果，该研究调查了 ESL 学习者在 12 周的时间里在书面作业中准确使用介词的反馈效果。该研究涉及两个治疗组和一个对照组，比较了重点间接与非重点间接纠正反馈对预测、即时和延迟后测测量的吸收和保留的差异影响。该研究还分析了治疗期间协作对话中发生的语言相关事件（LRE），以确定影响后续写作任务中纠正反馈的吸收和保留的因素。结果显示，两个治疗组在后测中都优于对照组，但是，不集中和集中纠正反馈组之间没有显着差异。 LRE 分析的证据表明，在协作对话期间，广泛参与 Swain（2005）输出假设的所有三个功能：注意、假设检验和元语言有助于增强吸收和保留。由于这两种纠正类型都同样有助于提高介词使用的准确性，因此教师可以考虑在写作任务中相应地使用它们。
This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the uptake and retention measured from the pretest, immediate and delayed posttests. The study also analysed the language-related episodes (LREs) occurring in the collaborative dialogue during the treatment sessions to identify the factors affecting uptake and retention of the corrective feedback in subsequent writing tasks. Findings revealed that both treatment groups outperformed the control group in the posttests, but, there was no significant difference between the unfocused and focused corrective feedback groups. Evidence from the LREs analysis suggests that extensive engagement in all the three functions of the Swain (2005) output hypothesis: noticing, hypothesis testing and metalinguistic, during the collaborative dialogue contribute toward the enhancement of uptake and retention. Since both correction types were equally facilitative in increasing accuracy of preposition usage, teachers may consider using them accordingly in writing tasks.