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ERIC Number: EJ805186
Record Type: Journal
Publication Date: 2006
Pages: 25
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1362-1688
The Effects of Explicit Feedback on the Development of Pragmatic Proficiency
Takimoto, Masahiro
Language Teaching Research, v10 n4 p393-417 2006
The present study evaluates the relative effectiveness of two types of input-based instruction, structured input instruction (a structured input task only) and structured input instruction with feedback (the structured input task + reactive explicit feedback) for teaching English polite requestive forms, involving 45 Japanese learners of English. Treatment group performance was compared to that of a control group on the pre-tests, post-tests, and follow-up tests: a discourse completion test, a role-play test, a listening judgement test, and an acceptability judgement test. The results of data analysis indicate that the two treatment groups performed better than the control group, and that the explicit reactive feedback was not always indispensable in the structured input task. (Contains 2 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan