An Analysis of Implicit and Explicit Feedbck on Grammatical Accuracy
DOI:
https://doi.org/10.26754/ojs_misc/mj.200310406Keywords:
feedback, accuracy, short-and long-term learningAbstract
Some authors (e.g. Lyster, 1998) have pointed out the need to explore the impact of different combinations of corrective feedback on student-generated repair. We therefore set up a study which aimed at shedding light on this issue in the Englishas- a-foreign language context. The participants in the study were divided into two groups who were offered two different types of feedback whenever an error of one of the targeted grammatical forms occurred (articles and second conditional). Group 1 received implicit feedback (Combination of feedback A: repetition of the error plus recast) and Group 2 received explicit feedback (Combination of feedback B: metalinguistic information and elicitation). The findings of the study reveal that a) the implicit version of feedback provided better accuracy rates in the short term, and b) the explicit version of feedback resulted in longer retention for the grammatical feature of past tense. A number of pedagogical implications are offered which stem from our results.
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Copyright (c) 2003 Patricia Salazar Campillo
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