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Examining the role of corrective fee...

Robles, Arnaldo.

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Examining the role of corrective feedback on learners' modified output of the Spanish past tense in face-to-face and telecollaboration contexts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the role of corrective feedback on learners' modified output of the Spanish past tense in face-to-face and telecollaboration contexts./
作者:	Robles, Arnaldo.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10174011
ISBN:	9781369285529

Examining the role of corrective feedback on learners' modified output of the Spanish past tense in face-to-face and telecollaboration contexts.
Robles, Arnaldo.

Examining the role of corrective feedback on learners' modified output of the Spanish past tense in face-to-face and telecollaboration contexts. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 183 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2016.

In the field of Second Language Acquisition (SLA) there has been a demand for further research to look into how corrective feedback (CF) can aid adult second language (L2) learners' language performance and development. More specifically, to what degree elicitations with prompts (i.e., a form of explicit correct feedback) can affect the modified output of adult learners of Spanish during task performance. Additionally, how face-to-face and telecollaboration environments might play a role in learner's modified output. Therefore, this dissertation study examines the effects of elicitations with prompts by measuring learners' modified output in producing the Spanish past tense --- the preterit vs imperfect in two different learning environments.

ISBN: 9781369285529Subjects--Topical Terms:

524476
Linguistics.

Examining the role of corrective feedback on learners' modified output of the Spanish past tense in face-to-face and telecollaboration contexts.
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245 1 0 $a Examining the role of corrective feedback on learners' modified output of the Spanish past tense in face-to-face and telecollaboration contexts.
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300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Maurice Westmoreland.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2016.
520 $a In the field of Second Language Acquisition (SLA) there has been a demand for further research to look into how corrective feedback (CF) can aid adult second language (L2) learners' language performance and development. More specifically, to what degree elicitations with prompts (i.e., a form of explicit correct feedback) can affect the modified output of adult learners of Spanish during task performance. Additionally, how face-to-face and telecollaboration environments might play a role in learner's modified output. Therefore, this dissertation study examines the effects of elicitations with prompts by measuring learners' modified output in producing the Spanish past tense --- the preterit vs imperfect in two different learning environments.
520 $a In the current study participants were randomly assigned to four experimental groups, and two control groups, and were engaged in a retelling task in which they had to recount the events that occurred. Based on learner's oral production, they were given corrective feedback in the form of elicitations with prompts, or no prompts for non-targetlike production of the Spanish past tense, whereas the control group received no corrective feedback. This was done through two learning environments that took place face-to-face and through telecollaboration. In sum, the results for this study show that the elicitation + prompts were overall more effective in promoting the production of modified output. In addition, the participants in the telecollaboration group also benefitted the most from the corrective feedback as measured by learners' superior production of amount and type of modified output, outperforming the other groups. The category that had the most episodes of corrective feedback was morphology in comparison to aspect. This seems to suggest learners who receive elicitations in combination with prompts have an advantage to correcting their erroneous use of morphology not just in the FTF environment, but also in the telecollaboration environments among foreign language learners.
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