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A Comparison of the Effectiveness of Explicit and Implicit Corrective Feedback on EFL Students’ Learning of Subjunctive Mood

Author: QiaoXiaoLi
Tutor: LiuZuo
School: Xi'an International Studies University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Corrective feedback Correction Second Language Acquisition Dominant correction Recessive correction
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 94
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Abstract


The past two decades , classroom corrective feedback ( or called error correction ) has been the field of second language acquisition is a hot and controversial topic. In order to explore the effects of different types of error correction , this study three new Northwest Training Academy junior class 66 English majors for the study, comparative study of explicit and implicit correction correction in English as a foreign language English Learners learn English subjunctive role in the process . The 66 participants were divided equally into three groups : the dominant group , implicit group and the control group. This study explores the following three questions: ( 1 ) corrective feedback in an English as a foreign language English Learners learn English subjunctive whether the process has played a positive role ? ( 2 ) If so, what kind of error correction ( dominant correction / recessive correction ) learners' Acquisition of English subjunctive mood in the process of high accuracy ? ( 3 ) students receiving corrective feedback obtained during the accuracy of the possibility of such a delay posttest maintained ? ie whether these two correction methods have long-term positive effects ? pre-test and post-test immediately after a delay measurements were used to obtain three test scores , the test tool is a set of test volume , consists of four parts: the judgment , choice, fill in the blank and translation . Test from the social science research with quantitative data analysis SPSS17.0 statistical package . The results show two kinds of error correction in the student learned English subjunctive process have a positive effect ; dominant correction is better than implicit correction ; students receiving corrective feedback accuracy obtained during can be measured after the delay remains that dominant and recessive correcting students' acquisition of English subjunctive mood in the course of a long-term positive effects .

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