Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners
Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners
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评估集中直接和集中间接书面纠正反馈对语言学习者显性和隐性知识的影响
DOI：
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发表时间：
2019
影响因子：
2.8
通讯作者：
H. Mohebbi
中科院分区：
文献类型：
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作者：
M. Nemati;S. M. Alavi;H. Mohebbi
本研究探讨了教师书面纠错反馈对语言学习者习得一般过去时的显性知识和隐性知识的影响。87名伊朗英语初学者参与了这项研究。参与者被随机分成三组：聚焦的直接WCF组、聚焦的间接WCF组和对照组。参与者完成了课文摘要任务。他们还进行了位置测试、前测记叙文写作任务、篇章总结任务、前后测非计时语法判断测试、元语言测试和计时语法判断测试。数据分析的结果表明，在英语作为外语的课堂环境中，WCF对伊朗初学者习得简单过去时的显性和隐性知识有积极的作用。然而，由于结构的外显和内隐习得所涉及的不同因素，以及结构的性质及其难度和复杂性，本研究的结果应该被谨慎地解读。对研究结果进行了详细的讨论，并对未来的研究方向提出了建议。
This study investigates the effect of teacher’s written corrective feedback (WCF) on acquisition of explicit and implicit knowledge of simple past tense by language learners. Eighty-seven Iranian beginner learners of English participated in this study. The participants were randomly assigned to three groups: focused direct WCF, focused indirect WCF, and control groups. The participants completed text summary tasks. They also took placement test, pretest narrative writing task, text summary tasks, pretest and posttest untimed grammaticality judgment test, metalinguistic test, and timed grammaticality judgment test. The results of the data analysis showed the positive effect of WCF on acquisition of explicit and implicit knowledge of simple past tense by Iranian beginner learners of English in an English as a foreign language classroom context. However, the findings of the study should be interpreted cautiously due to different factors involved in explicit and implicit acquisition of a structure and also the nature of a structure and its difficulty and complexity. The findings of the study are discussed in detail and future venues for research are suggested.
影响因子：
4.1
作者：
E. Kerz;Daniel Wiechmann;Florian B. Riedel
通讯作者：
E. Kerz;Daniel Wiechmann;Florian B. Riedel