Effects of Corrective Feedback on the Acquisition of Chinese Directional Verb Compounds by Second Language Learners  

作　　者：Zhengwei Qiao 

机构地区：[1]University of Iowa, Iowa City, USA

出　　处：《US-China Foreign Language》2013年第1期46-57,共12页美中外语（英文版）

摘　　要：Feedback promotes L2 （second language） development by making learners＇ errors salient. Recent interest （Lyster ＆ Saito, 2010） has focused on how the effects of different types of feedback vary as a function of the complexity of the linguistic targets. This study examined the impact of implicit feedback （recasts） and explicit feedback （metalinguistic clues） on American students＇ acquisition of Chinese directional verb compounds, which express motion events in Chinese. Chinese and English frame motions events quite differently （Slobin, 2004）, and recent research has focused on how L2 learners acquire the use of structures that possess significant differences from their Lls （first languages） （Chen ＆ Ai, 2010）. Fifteen intermediate-level English learners of Chinese engaged in a picture description task. One group received implicit feedback on errors of the target structure, another received explicit feedback, and the control group received no feedback. The learners took a pretest, an immediate posttest, and a delayed posttest. Both experimental groups improved their performances on the intermediate posttest, whereas the control group did not. Moreover, the recast group retained its improvement on the delayed posttest, whereas the metalinguistic group lost their benefits on the delayed posttest. This finding indicates that both types of feedback may have short-term positive effects. One tentative explanation for the relatively longer benefits of recast is that it potentially helps learners internalize the target forms of which learners have limited knowledge （Lyster, 2004）.

关 键 词：corrective feedback RECASTS metalinguistic feedback directional verb compounds 

分 类 号：TP391[自动化与计算机技术—计算机应用技术] TN721.2[自动化与计算机技术—计算机科学与技术]