UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

Browse

Filters

20162

Settings

Subject: search.filters.subject.corrective feedback

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback
    (2016) Yao, Qin; MacSwan, Jeff; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Immersion education encourages students to learn a new language by actually using the language, and has become a popular form of foreign language instruction since the 1970s. Recent observations of immersion classrooms have shown a high frequency of teachers’ oral corrective feedback (CF). From an interactionist perspective of second language (L2) acquisition that finds a solid foundation for the benefit of conversational interaction in L2 learning, CF as a form of interaction is argued to give L2 learners learning opportunities that attend to the communicative content and linguistic information. This study aims to fill a gap in the literature on immersion—the lack of studies examining CF in Chinese immersion settings, by studying learning opportunities brought about by oral CF in Chinese immersion classrooms. Classroom observations, video-tapings, stimulated recalls, and interviews in four Chinese immersion classrooms revealed that the Chinese immersion teachers explicitly or implicitly corrected students’ errors most of the time, and used eight types of CF strategies to treat their errors, among which the elicitation and recast were used more frequently. In addition, teachers and students were found to engage in negotiations through CF in different interactional contexts (content, language, communication and management), and contexts focusing on content and language allowed more CF and more modified output. Furthermore, the results revealed that students tended to notice the CF in content-focused interactions (compared to other three types of interactional contexts), and that their perception accuracy is influenced by the type of CF and the recipient of the CF. Based on the interaction approach to second language acquisition, the findings of this study contribute to the field by constructing a deeper understanding of intricacies of CF in the context of Chinese immersion teaching. In particular, the study has emphasized the positive role of interactional feedback in second language learning, re-conceptualized output immediately following the CF as learner response to feedback, and revealed the facilitative role of modified output in advancing the engagement of the learner internal mechanism. Moreover, the study has implications for immersion education, specifically concerning CF strategies, pedagogies that balance content and language instruction, immersion program administration, and teacher education.
  • Thumbnail Image
    Item
    EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY
    (2016) Benson, Susan Dianne; DeKeyser, Robert; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning which linguistic features to target and the type and amount of feedback to offer. This study examined two new pieces of writing by 151 learners of English as a Second Language (ESL), in order to investigate the effect of direct and metalinguistic written feedback on errors with the simple past tense, the present perfect tense, dropped pronouns, and pronominal duplication. This inquiry also considered the extent to which learner differences in language-analytic ability (LAA), as measured by the LLAMA F, mediated the effects of these two types of explicit written corrective feedback. Learners in the feedback groups were provided with corrective feedback on two essays, after which learners in all three groups completed two additional writing tasks to determine whether or not the provision of corrective feedback led to greater gains in accuracy compared to no feedback. Both treatment groups, direct and metalinguistic, performed better than the comparison group on new pieces of writing immediately following the treatment sessions, yet direct feedback was more durable than metalinguistic feedback for one structure, the simple past tense. Participants with greater LAA proved more likely to achieve gains in the direct feedback group than in the metalinguistic group, whereas learners with lower LAA benefited more from metalinguistic feedback. Overall, the findings of the present study confirm the results of prior studies that have found a positive role for written corrective feedback in instructed second language acquisition.