The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation
The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation
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DOI：
10.1093/applin/amp016
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发表时间：
2010-05-01
影响因子：
3.6
通讯作者：
Knoch, Ute
中科院分区：
文献类型：
--
作者：
Bitchener, John;Knoch, Ute
自从Truscott（1996）提出书面纠正性反馈（WCF）无效、有害、应被放弃以来，人们一直在呼吁对WCF的有效性进行纵向研究。本文讨论了一些理论问题提出的实践，概述了最近的实证证据的状态，并提出了一个为期10个月的研究的影响周转基金的两个功能使用的英语文章系统给予52个低中级ESL学生在奥克兰，新西兰。分为四组（直接纠正反馈、书面和口头元语言解释;直接纠正反馈和书面元语言解释;仅直接纠正反馈;控制组），学生完成了五篇写作（前测、即时后测和三次延迟后测）。每个治疗组在所有后测试中的表现都优于对照组，并且三个治疗组之间的有效性没有差异。
The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines the status of recent empirical evidence and presents a 10-month study of the effects of WCF on two functional uses of the English article system given to 52 low-intermediate ESL students in Auckland, New Zealand. Assigned to four groups (direct corrective feedback, written, and oral meta-linguistic explanation; direct corrective feedback and written meta-linguistic explanation; direct corrective feedback only; the control group), the students produced five pieces of writing (pre-test, immediate post-test, and three delayed post-tests). Each of the treatment groups outperformed the control group on all post-tests and no difference in effectiveness was found between the three treatment groups.