Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer‐Assisted Study

Sanz, Cristina; Morgan‐Short, Kara

doi:10.1111/j.1467-9922.2004.00248.x

Cited by 183 publications

(149 citation statements)

References 22 publications

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“…That is, it was the structured input that helped learners to produce the targeted form, not the EI. In their similar research, Sanz and Morgan-Short (2004) found a lack of a role of EI in PI, and therefore argued that EI may not be a necessary component for PI. Or, as Doughty (2004) put it, the inclusion could be superfluous when one wants to draw attention to form.…”

Section: Discussionmentioning

confidence: 99%

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Soruç¹,

Qin²,

Kim³

2017

TESL Canada

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This article reports on a study that investigated whether processing instruction (PI) or production-based instruction (PBI) is Cet article porte sur une étude qui a voulu déterminer quelle méthode -l'instruction basée sur la compréhension et impliquant une réflexion sur le sens des formes (PI) ou l'instruction basée sur la production (PBI) -est plus efficace pour l'enseignement des formes verbales du passé en anglais. De plus, cette étude a examiné le rôle de l'information grammaticale explicite (EI) sur l'efficacité de l'instruction PI et de l'instruction PBI. Nous avons réparti, de façon aléatoire, 194 étudiants d'ALE d'origine turque à un de quatre groupes expérimentaux -PI+EI, PI-EI; PBI+EI, PBI-EI -ou à un groupe témoin. Par la suite, les étudiants ont complété des tâches d'interprétation et de production. Les résultats indiquent que : (a) le rendement du groupe PI-EI aux tâches d'interprétation et de production était aussi bon que celui du groupe PBI-EI; (b) quand l'information grammaticale explicite (EI

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Section: Discussionmentioning

confidence: 99%

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Soruç¹,

Qin²,

Kim³

2017

TESL Canada

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“…Iwashita (2003) indicated a relationship between being exposed to implicit types of corrective feedback and in particular recasts and measurable gains in the acquisition of two grammatical structures in L2 Japanese. Sanz and Morgan-Short (2004) also found that explicit types of corrective feedback may confer no additional advantage over implicit corrective feedback.…”

Section: Introductionmentioning

confidence: 93%

Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners

Rassaei¹,

Moinzadeh²

2011

ELT

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The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in 3 intact classes which were designated as feedback groups received feedback during a meaning-focused task, while learners in the control group received no feedback. The results of data analysis revealed the effectiveness of metalinguistic feedback and recasts in both immediate and delayed post-tests. Further inspection of the results revealed that while metalinguistic feedback was more effective than recasts in the immediate post-test, recasts had a more stable and enduring effect, compared with metalinguistic feedback, on learners' performance in the delayed post-test.

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“…Interestingly, the SF condition resulted in a very similar accuracy pattern thus emphasizing the role of accuracy feedback in L2 learning. There is some controversy in the L2 literature regarding what type of feedback is most useful to learners, with some studies showing that more explicit forms of feedback (e.g., correction + metalinguistic explanation) are most effective (R. Ellis et al, 2006;Rosa & Leow, 2004) whereas other studies suggest that any type of feedback or just task-essential practice is sufficient (Ferris & Roberts, 2001;Sanz & Morgan-Short, 2004). It is nevertheless reasonable to conclude that some type of feedback is better than none (but see R. Ellis et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Implicit and Explicit Second-Language Processing: The Role of Cross-Language Similarity

Tolentino¹

2007

PsycEXTRA Dataset

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The present study investigated the relationship between implicit and explicit second-language (L2) processing in beginning L2 learners, and how cross-language similarity influences this relationship. The brain activity of native English speakers was recorded as they performed grammaticality judgments on Spanish sentences. The three types of agreement violations used were similar in the two languages ("Similar" type), different in the two ("Different" type), and unique to L2 ("Unique" type). After a baseline assessment, we improved participants' accuracy and then retested them on new and repeated items. Results showed that the explicit increase in accuracy was accompanied by a significant increase in brain sensitivity, as measured by the P600 ERP component. This effect was most pronounced for the Similar and Different types.Additionally, grammatical sensitivity was greater for repeated items in both measures of processing, and this was also modulated by cross-language similarity as well as the specific type of repetition. The obtained results are in line with an interface position on the relationship between implicit and explicit L2 processing and suggest a strong modulatory role of crosslanguage similarity in both types of processing.Keywords: Implicit/Explicit Processing; Second Language Processing; Cross-Language Similarity; ERPs; P600.iii Most adults who attempt to learn a foreign language can relate to the fact that it usually constitutes a highly effortful and oftentimes quite lengthy process. The ease with which one's first language (L1) was acquired is conspicuously absent and the developing second language (L2) has to now overcome the often detrimental influence of a highly ingrained L1 (e.g., MacWhinney, 2005). This, however, does not imply that a high level of proficiency and automaticity in the processing of an adult-learned L2 cannot be achieved. Some research has been conducted in the field of L2 learning examining the different ways in which beginning adult learners process their L2. Specifically, various studies have investigated the nature of this processing in terms of its implicit and explicit components, drawing a distinction between them.According to some authors (e.g., R. Hulstijn, 2005), explicit and implicit knowledge differ, among other things, in the extent to which one is consciously aware or intuitively aware of regular patterns in the information one possesses, and the extent to which one can or cannot verbalize such patterns, respectively. Furthermore, access to implicit knowledge is thought to occur automatically whereas access to explicit knowledge is thought to involve controlled processes (N. R. Ellis, 2005). The term explicit knowledge is often used interchangeably with the term declarative knowledge. Thus, two important distinctions between implicit and explicit knowledge of an L2 are the level of awareness as well as the amount of effort involved in accessing relevant linguistic rules or patterns.The goal of the present study was to investigate the relationship between implic...

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Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer‐Assisted Study

Abstract: The facilitative role of explicit information in second language acquisition has been supported by a significant body of research (Alanen

Cited by 183 publications

References 22 publications

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Investigating the Effects of Three Types of Corrective Feedback on the Acquisition of English Wh-question Forms by Iranian EFL Learners

The Relationship Between Implicit and Explicit Second-Language Processing: The Role of Cross-Language Similarity

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