초록 열기/닫기 버튼
This study explores whether student revision made following written corrective feedback (CF) may affect L2 acquisition. In a quasi-experiment designed for this purpose, 91 EFL college students formed one control and six experimental groups that differed in what type of CF to receive and whether to engage in revision. Three types of CF (i.e., direct, indirect, and metalinguistic CF) were considered and English articles were selected as the target features for CF. The learners carried out dicto-comp tasks over three treatment sessions and completed pretests, immediate posttests and delayed posttests which measured both explicit and implicit knowledge. Results revealed that revision was effective in developing both types of knowledge. The positive effects were produced because requirement and acts of revision may have helped promote learner-internal processes necessary for L2 acquisition. The benefits, however, emerged only when it followed direct CF and did not endure in the long term. The limited effects show that the cognitively facilitative role of revision may be constrained by what and how much error-related information its preceding CF provided. These findings suggest that decisions on implementation of revision in L2 writing instruction should be made in consideration of the type of written CF to give and vice versa.
키워드열기/닫기 버튼
문자 교정피드백, 교정, 의식적 인식, 인지, 이해, 가정검정, 명시적 지식, 암시적 지식
