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ERIC Number: ED522968
Record Type: Non-Journal
Publication Date: 2010
Pages: 240
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-5693-8
The Effect of Implicit and Explicit Feedback: A Study on the Acquisition of Mandarin Classifiers by Chinese Heritage and Non-Heritage Language Learners
Han, Ye
ProQuest LLC, Ph.D. Dissertation, University of Florida
Previous studies revealed mixed results in terms of the relative effects of implicit and explicit feedback: some found that explicit feedback worked more efficiently than implicit feedback; others found no difference between the two feedback types. These contrasting results called for further investigations into this issue, particularly examining those underexplored learner groups who have developed their target language (TL) in a different path from traditional foreign/ second language learners investigated in previous studies, such as heritage language (HL) learners. Therefore the present study aims at contributing to the literature by investigating the relative effects of implicit feedback in the form of recasts and explicit feedback in the form of meta-linguistic feedback on the acquisition of Mandarin classifiers by Chinese heritage language (CHL) and non heritage language (non-CHL) learners. This study employed a pre-test-treatment-post-test research design, in which 64 participants (CHL=35, non-CHL=29) were randomly divided into four experimental groups and two control groups. Feedback was provided on learners' errors by a native Chinese interlocutor during the two treatment sessions. Learners' perceptions of feedback were measured by their verbal comments provided during the stimulated recall, and their acquisition of classifiers were assessed by their test scores. The data were both quantitatively and qualitatively analyzed. The results showed that both feedback types were effective in facilitating learners' acquisition. In addition, learners' language background was also found to affect their perceptions of feedback, as well as their acquisition. The findings of this study expand our knowledge about implicit and explicit feedback. In addition, they also provide invaluable information particularly for educators and administrators who are involved in HL instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A