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ERIC Number: EJ930365
Record Type: Journal
Publication Date: 2010-Dec
Pages: 30
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0008-4506
Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the Adult ESL Classroom
Dilans, Gatis
Canadian Modern Language Review, v66 n6 p787-816 Dec 2010
This study investigates the effects of corrective feedback in the form of prompts and recasts on second language vocabulary development. The study employed pre-test/post-test/delayed post-test design. Intermediate adult ESL learners (N = 23) in a community college located in the southwestern United States were categorized into three groups: prompts, recasts, and control. The treatment consisted of a four-step vocabulary activity during which either prompts, recasts, or no feedback was provided. The outcomes were tested using measures based on a three-dimensional L2 vocabulary development model. The findings appear to indicate that prompts and recasts were equally beneficial in the short term and that prompts were slightly more advantageous in the longer term. However, the prompts group was the only one that demonstrated significant increases over time on all three dimensions of vocabulary development as they were operationalized for this study. (Contains 7 notes, 3 tables, and 6 figures.)
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A