tasks – with and without corrective feedback
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Tasks – with and without corrective feedback. Rosemary Erlam The University of Auckland [email protected] Shawn Loewen Michigan State University. acknowledging my co-researcher. Shawn Loewen Michigan State University. The night/date of your dreams. Who did you go out with? - PowerPoint PPT PresentationTRANSCRIPT
Tasks – with and without corrective feedback.
Rosemary ErlamThe University of [email protected]
Shawn LoewenMichigan State University
acknowledging my co-researcher
• Shawn Loewen
• Michigan State University
The night/date of your dreams
• Who did you go out with?
• Where did you go?
• What did you do?
• What time did you come home?
Etc etc
feedback
• S: then we fall in love• T: we fell in love?• S: we fell in love• [implicit feedback]
• S: I go out with Clive Owen
• T: I go out? I went out
• S: I went out with Clive Owen
• [explicit feedback]
vs no feedback
What do you predict?
What does the research literature say?
• Three recent meta-analyses• 1. Russell & Spada (2006)• 15 studies investigating the effectiveness of oral and written
feedback• effect sizes large, although smaller for oral than written
feedback• 2/ Li (in press)• 33 studies examining the effectiveness of corrective
feedback (following errors in oral production) in second language learning
• medium effect for corrective feedback maintained over time• lab-based studies show a greater effect than classroom-
based ones• shorter treatments generated a greater effect than longer
3. Mackey & Goo (2007)
• meta analysis of research on interaction
• 16 examined effectiveness of corrective feedback given to learners during oral interaction
• large effect sizes on all post tests
• need studies with delayed post tests
• interaction with feedback may not be more effective than interaction alone
More research needed . . .
• effectiveness of feedback needs to be investigated in relation to different target structures (Ellis, 2007)
• range of measures of learning need to be used– measures of implicit as well as explicit knowledge (Ellis, 2007)
• studies that include delayed post tests (Mackey & Goo, 2007)
Research questions
• Do learners completing tasks make gains in implicit language knowledge when they are given feedback targeting specific language errors?
• Do they make greater gains than students who complete the same tasks but get no feedback?
Research questions
• Do learners completing tasks make gains in explicit language knowledge when they are given feedback targeting specific language errors?
• Do they make greater gains than students who complete the same tasks but get no feedback?
Participants
• 50 students of L2 French from an American university
• 32 in Year 2, 18 in Year 3• average age 20• 40 female, 10 male!!• all but one had English as L1• 60% of Year 2 & 80% of Year 3 had spent
time in a French speaking country – average 5 months
Research design
• Pre-test• Participants completed 8 tasks designed
to elicit the target structures• 2 sessions – half an hour targeting each
target structure – 2 hours in total• 40 students in feedback group, 10 in no
feedback• Posttest 1 – 1 day later• Posttest 2 – 3 weeks later
noun adjective agreement
• Un arbre (masculine)• Un arbre vert
• Une voiture (feminine)• Une voiture verte
• low perceptual salience & low communicative value
• unacquired by classroom learners despite frequency in the input (Harley, 1989)
Use of être with intransitive verbs in the passé composé
• passé composé – auxiliary + verb
• for most verbs auxiliary is avoir
• for reflexive verbs & small no of intransitive verbs auxiliary is être– J’ai fait du cheval– Je suis monté sur l’échelle
• differs in non obvious ways from L1
• does not carry a heavy communicative load
Research design cont.
• Year 2 students (n = 22)• Worked at tasks eliciting
noun/adj agreement and use of être in passé composé (2 hours)
• Year 3 students ( n = 18)• Worked at tasks eliciting
noun/adj agreement (1 hour)
• Both received feedback
• No feedback – Yr 2 students (n = 10)
• Worked at tasks designed to elicit noun/adjective agreement and use of être in passé composé (2 hours)
• Received no feedback
Tasks . . .
• Les personnages de tele• Comment est-elle/il?• âge• taille• physique• caractère
• La soirée de vos rêves?• sortis avec qui?• ou allé?• fait quoi?• rentré à quelle heure etc?
Feedback• Implicit• S: je pense elle n’est pas
intelligent parce qu’elle• R: elle n’est pas intelligente?• S: elle n’est pas intelligente
• S: je ne sais à quelle heure nous avons rentrés
• R: nous sommes rentrés?• S: nous sommes rentrés parce
que Espagne est un autre continent
• Explicit• S: elle est heureux• R: elle est heureux? Elle
est heureuse• S: heureuse
• S: ils ont allé• R: ils ont allé? Ils sont
allés• S: ils sont allés, oui, ils
sont allés au café
Feedback . . .
• directed at individual students but tasks designed to optimize likelihood that all students attend to corrective episodes
• Groups received average of
19 instances of feedback for noun/adj agreement (range 8 – 32)
10 instances of feedback for être in passé composé (range 3 – 16)
instruments
• Implicit language knowledge
• Elicited imitation test(Erlam, 2006; Ellis, 2005)Les petites filles rêvent de se marier
en robe blanche.
• Spontaneous production test
Décrivez la Princesse Diana et la Mère Thérèse. Vous avez la possibilité de passer une soirée avec l’une d’elles. Laquelle choisissez-vous? Pourquoi?
• Explicit language knowledge
• Untimed grammaticality judgment test
• Ungrammatical sentences only (Ellis, 2004; 2005)
C’est une idée faux.
Research questions
• Do learners completing tasks make gains in implicit language knowledge when they are given feedback targeting specific language errors?
• Do they make greater gains than students who complete the same tasks but get no feedback?
Elicited imitation test
noun adjective agreement
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
feedback
no feedback
Elicited imitation testverb etre
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
feedback
no feedback
Spontaneous production test
noun adjective accuracy
0
10
20
30
40
50
60
70
80
90
100
1 2 3
feedback
no feedback
Spontaneous production test
verb etre accuracy
0
10
20
30
40
50
60
70
80
90
100
1 2 3
feedback
no feedback
Research questions
• Do learners completing tasks make gains in explicit language knowledge when they are given feedback targeting specific language errors?
• Do they make greater gains than students who complete the same tasks but get no feedback?
Grammaticality judgment test
noun adjective agreement
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
feedback
no feedback
Grammaticality judgment test
verb etre
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
feedback
no feedback
Research questions
• Do learners completing tasks make gains in implicit language knowledge when they are given feedback targeting specific language errors? Yes/No
• Do they make greater gains than students who complete the same tasks but get no feedback? No
Research questions cont
• Do learners completing tasks make gains in explicit language knowledge when they are given feedback targeting specific language errors? Yes
• Do they make greater gains than students who complete the same tasks but get no feedback? Yes – for noun/adjective agreement, No for être
Conclusions . . .explanations
• feedback facilitated learning• But tasks (designed to elicit target structures)
also resulted in learningWhy?
• may have focused learner’s attention briefly on form whilst engaged in communication of meaning
• may have noticed gaps between their own interlanguage resources & language they needed
Vocabulary prompt
• sortir• aller • rentrer
• Etc
• [use of verb être in the passé composé is a rule that is easy to apply
• allows for item learning rather than system learning]
Reasons cont.
• No Feedback group reported high awareness of target structures
• opportunity to engage in a different type of instruction may have motivated them more to attend to the content of the activities (Lyster & Mori, 2006; Yang & Lyster, forthcoming)
Awareness of target structure . . .
Noun/adj être
n % n %
feedback 40 64 22 38
no feedback
10 44 10 67
What is missing?
• A control group that completed the tests only
• [no tasks]
Control group – EI test
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
noun adj agreement
verb etre
Control group – GJT test
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1 2 3
noun adjective agreement
verb etre
references• Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An
empirical validation study. Applied Linguistics, 27(3), 464-491.• Ellis, R. (2007). The differential effects of corrective feedback on two grammatical
structures. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 339-361). Oxford: Oxford University Press.
• Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331-359.
• Li, S. (in press). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning.
• Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.
• Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 407-453). Oxford: Oxford University Press.
• Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. In J. M. Norris & L. Ortega (Eds.), Synthesizingresearch on language learning and teaching (pp. 133-164 ). Amsterdam: John Benjamins.