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ERIC Number: ED386023
Record Type: RIE
Publication Date: 1994
Pages: 38
Abstractor: N/A
The Role of Negative Feedback on the Acquisition of the English Dative Alternation by Japanese College Students of EFL.
Kubota, Mikio
Institute for Research in Language Teaching Bulletin, v8 p1-36 1994
This study investigated what forms of feedback, if any, helped students of English as a Foreign Language (EFL) learn grammar. Subjects, 100 Japanese college students of EFL, were given two types of tests on English dative ("to/for") alternation, then divided into five groups, according to the type of feedback they received: (1) group A was given information concerning the grammatical rules, as explicit negative feedback; (2) group B was told their answers were incorrect; (3) group C was given correct answers; (4) group D was asked if the answer was right; and (5) group Z, the comparison group, was given no feedback. Results indicate that: group C (modeling and implicit negative feedback) outperformed the comparison group; group A (explicit metalinguistic information) and group C outperformed groups B (explicit utterance rejection) and D (indirect metalinguistic feedback); group B (among B,C, and D) experienced the least effective learning; all experimental groups did better in the first post-test than in the pretest; and no experimental group could use negative feedback to extract linguistic generalizations. It is concluded that all four types of negative feedback had a temporary influence on the learners' linguistic knowledge, and that providing negative feedback in the native language (Japanese) was effective. It is also suggested that teaching rules explicitly and modeling with implicit negative feedback are effective in allowing learners to reformulate their linguistic knowledge. (MSE)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A