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Title:
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A Comparative Study of Recasts and Metalinguistic Feedback through Computer Mediated Communication on the Development of L2 Knowledge and Production Accuracy
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Author:
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Shannon Sauro
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Email:
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click here to access email
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Homepage:
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http://faculty.coehd.utsa.edu/ssauro/index.html
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Degree Awarded:
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University of Pennsylvania
, Educational Linguistics program, Graduate School of Education
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Degree Date:
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2007
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Linguistic Subfield(s):
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Applied Linguistics
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Director(s):
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Teresa Pica
Carol Chapelle
Yuko Goto-Butler
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Abstract:
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This dissertation built upon face to face comparison studies of corrective
feedback (e.g., Carroll, 2001; Carroll & Swain, 1993; Ellis, Loewen &
Erlam, 2006; Hino, 2006) to investigate the impact of two different
approaches to corrective feedback administered during written synchronous
computer-mediated communication (SCMC) on the development of adult
learners’ L2 knowledge and production accuracy: corrective feedback that
reformulates the error in the form of recasts and corrective feedback that
supplies the learner with metalinguistic information about the nature of
the error. Four research questions guided this study: (1) Which type of
corrective feedback when delivered via written SCMC is more effective for
immediate gains in L2 knowledge? (2) Which type of corrective feedback when
delivered via written SCMC is more effective for gains in L2 knowledge over
time? (3) Which type of corrective feedback when delivered via written SCMC
is more effective for immediate gains in L2 production accuracy? (4) Which
type of corrective feedback when delivered via written SCMC is more
effective for gains in L2 production accuracy over time? High intermediate
to advanced adult Swedish university learners of English (n=23) from an
intact class were randomly assigned to one of three conditions (two
feedback conditions and one control) and were randomly paired with English
native speakers. During task-based interaction via text-chat, the Swedish
learners received focused corrective feedback on omission of the zero
article with noncount nouns of generic reference (e.g. employment, global
warming, culture). Pretests, posttests and delayed posttests of knowledge
(acceptability judgments) and production accuracy (short-answer questions)
measured learning outcomes. Results showed a significant advantage for
metalinguistic information on the immediate development of target form
knowledge with noncount nouns of generic reference that had been introduced
during the intervention.
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