Effects of Recasts, Metalinguistic Feedback, and Students' Proficiency on the Acquisition of Greek Perfective Past Tense
Bibliographic Data
| ID | 5900080 |
|---|---|
| Authors | Sophia Ioannou (University of Cyprus, corresponding author), Dina Tsagari (0000-0002-6884-108X) |
| Year | 2022 |
| Volume | 7 |
| Issue | 1 |
| Pages | 40 |
| Publication date | 2022-02-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages7010040 |
| OpenAlex | W4212850548 |
| Language | EN |
| Citations received | 1 |
| References cited | 83 |
The role of interactional corrective feedback in second language assessment has attracted both teachers' and second language researchers' interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students' proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners' classes (n = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants' development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback
Corrective Feedback · Grammar · Grammaticality · Language proficiency · Linguistics · Mathematics education · Past tense · Second-language acquisition · Verb · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
The Encyclopedia of Applied Linguistics
Second Language Classrooms
Second Language Acquisition and Universal Grammar
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Oral Feedback in Classroom Sla
Constraints on “Noticing the Gap”
Recasts and Second Language Development
Explicit and Implicit Negative Feedback
One Size Fits All?
Input, Interaction, and Second Language Production
Corrective Feedback and Teacher Development
On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
The Output Hypothesis
Interactional Feedback and Instructional Counterbalance
Differential Effects of Prompts and Recasts in Form-Focused Instruction
Recasts in the Adult English L2 Classroom
An Integrated Theory of the Mind.
Conversational Interaction and Second Language Development
Effects of Form-Focused Practice and Feedback on Chinese Efl Learners’ Acquisition of Regular and Irregular Past Tense Forms
Assessment and Classroom Learning
Problems in Output and the Cognitive Processes They Generate
Understanding teachers as agents of assessment
Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students
Recasts and output-only prompts, individual learner factors and short-term EFL learning
Dissociating syntax from morphology in a divergent L2 end-state grammar
The perfective past tense in Greek as a second language
Oral corrective feedback in second language classrooms
Assessing the effectiveness of interactional feedback for L2 acquisition
A Study of the Impact of Recasts on Tense Consistency in L2 Output
Literacy and the Processing of Oral Recasts in SLA
Responses to Recasts
Corrective Feedback and Learner Uptake
Chomsky's Universal Grammar and Second Language Learning
The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes
The Psycholinguistics of the Output Hypothesis
Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
Reexamining the Role of Recasts in Native-Speaker/Nonnative-Speaker Interactions
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
Introduction
Prompts Versus Recasts in Dyadic Interaction
Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction
Recasts as Feedback to Language Learners
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
A Descriptive Model of Discourse in the Corrective Treatment of Learners' Errors1
Effects of Recasts on the Acquisition of the Aspectual Form -te i-(ru) by Learners of Japanese as a Foreign Language
Research on Negotiation
Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |