Corrective feedback (CF) refers to the responses or treatments from teachers to a learner's nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while others regard CF as an essential catalyst for L2 development. The last two decades have witnessed a dramatic increase in empirical research on the effectiveness of CF. This article, with an aim to provide an informed knowledge of the potential role of CF, briefly traces the history of research on CF and proposes some recommendations for further studies. It starts by surveying a range of theoretical stances on the role of error and error correction (also known as CF) in SLA. It then moves into detailed discussion of three issues on CF heatedly debated either within a cognitive or a sociocultural framework. By examining the empirical findings, some possible topics for further studies are uncovered.
This article aims to find out the validity of rhythm measurements to capture the rhythmic features of Chinese English. Besides, the reliability of the valid rhythm measurements applied in automatically scoring the English rhythm proficiency of Chinese EFL learners is also explored. Thus, two experiments were carried out. First, thirty students of English major and five native English speakers were selected to read ten English sentences. The participants were divided into four proficiency groups according to human scoring. Then seven previously proposed rhythm measurements were investigated in four proficiency groups. One-way ANOVA results showed that five rhythm measurements were valid to distinguish different English rhythm patterns among four proficiency groups. Based on the valid measurements, an experiment of automatic scoring for English rhythm proficiency was also conducted through statistical technique Multiple Regression. The correlation coefficient between the autoscores and the scores made by experienced teachers reached 0.866. The result showed a high reliability of the objective evaluation for English rhythm proficiency of Chinese EFL learners.
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