Noticing and Learning: Relationship Patterns
Eva Kartchava,Ahlem Ammar +1 more
TL;DR: The authors empirically investigate the noticeability of three corrective feedback (CF) techniques (recasts, prompts, and a mixture of the two) and determine whether such noticing predicts second language (L2) development.
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Abstract: The goal of this study was to empirically investigate the noticeability of three corrective feedback (CF) techniques (recasts, prompts, and a mixture of the two) and to determine whether such noticing predicts second language (L2) development. Four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers participated. Each teacher was assigned to a treatment condition that fit his CF style, and each provided feedback in response to errors with past tense and questions in the past. While the noticing of CF was assessed through immediate recall, learning was measured with picture description and spot-the-differences tasks. Inferential and qualitative analyses of noticing and learning revealed varied conclusions. Statistically, a minimal relationship between noticing and past tense scores was found. However, qualitatively, noticing appeared to predict gains on both targets for some learners, but did not prove to be a universal prerequisite for learning.
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Citations
Effect of corrective feedback for learning verb second
TL;DR: In this article, the role of corrective feedback (CF) in the development of second language (L2) oral proficiency was investigated. But the focus was on the target structure of Dutch verb second in the main clause.
Investigating EAP Teachers’ Use and Perceptions of Gesture in General and in Corrective Feedback Episodes
Eva Kartchava,Abdizalon Mohamed +1 more
TL;DR: This article examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university and found that the EAP teachers actively used gestures, with many occurring alongside CF moves.
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Catherine J. Doughty,Michael H. Long +1 more
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