Implicit corrective feedback in computer-guided interaction : does mode matter?
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Thesis (Ph.D.)--Georgetown University, 2010.; Includes bibliographical references.; Text (Electronic thesis) in PDF format. Interaction research on recasts has been largely confined to examining the effects of recasts delivered in an oral, face-to-face modality. The challenge of creating task conditions in a written interactive mode, in which the dynamism and immediacy of recasts can be brought to bear on L2 development, has been a formidable obstacle to advancing the exploration of written recasts. This study examines the developmental effects of recast-intensive interaction on ESL question formation and morphosyntactic accuracy. It compares the effects of recasts delivered in oral (face-to-face) tasks with recasts delivered in analogous written (computer-guided) tasks. In a pretest/posttest design, 56 high school ESL learners engaged a series of communicative tasks with either a native English speaker or an intelligent virtual interlocutor. The results indicated that participation in recast-intensive interaction was a significant predictor of both ESL question development and improvement in morphosyntactic accuracy. The mode of interaction--oral or written--had no effect on development.
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http://hdl.handle.net/10822/553155Date Published
2010Type
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Georgetown University
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Corrective feedback, individual variation in cognitive capacities, and L2 development: Recasts vs. metalinguistic feedback
(Georgetown University, 2011)This dissertation explores how the type of structure is related to the effectiveness of different forms of corrective feedback provided during interaction and whether/how individual differences in working memory (WM) and ...
