원문정보
초록
영어
This study aimed at investigating the effects of Task-Supported Language Instruction (TSLI) and two oral corrective feedbacks i.e., situated recast (SR) and negotiated feedback (NF) on the learners’ development of grammatical features: be-passive voice. We utilized a quasi-experimental design on four intact-class encompassing 127 third-semester EFL learners assigned to one control group and three experimental groups. A mixed-design repeated measure analysis of variance (RM-ANOVA) was applied to gauge the development of both individuals within the groups and the comparisons between groups. The finding reveals that there is no significant development between pre and post-test depicted in the control group. By contrast, there is a significant development from pre to post-test in the experimental groups in which TSLI + NF has the largest effect sizes of TSLI + SR as well as TSLI-only group. Furthermore, TSLI + SR and TSLI + NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. We interpret these findings as showing that a dynamic explicit-implicit oral corrective feedback embedded in the explicit instruction provide more potent than those task only and control group on the learners’ development of be-passive voice.
목차
Introduction
Literature Review
The Need for a Dynamic Explicit-Implicit Oral Corrective Feedback
Task Based-Instruction: Mediating Variable
Be-passive Voice
Method
Participants
Instruments
Task and Oral Corrective Feedback Procedures
Data Analysis
Result
Effects of the Treatments on Explicit Knowledge
Effects of the Treatments on Implicit Knowledge
The Comparison between Groups
Discussion
TSLI on Learners’ Explicit and Implicit Knowledge
TSLI and Situated Recast on Learners’ Explicit and Implicit Knowledge
TSLI and Negotiated Feedback on Learners’ Explicit and Implicit Knowledge
Conclusion
Acknowledgements
The Authors
References