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The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners.

机译：隐性和显性反馈的影响：一项关于中国传统和非传统语言学习者习得普通话分类器的研究。

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摘要

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.
机译：先前的研究揭示了隐式和显式反馈的相对影响，结果各不相同：有人发现显式反馈比隐式反馈更有效。其他人发现这两种反馈类型之间没有差异。这些截然不同的结果要求对此问题进行进一步调查，尤其是检查那些开发目标语言（TL）的人与传统研究中的传统外语/第二语言学习者（例如传统语言（HL）学习者）以不同的方式发展的学习者群体。因此，本研究旨在通过研究重传形式的隐式反馈和以元语言反馈形式的显式反馈对中国传统语言（CHL）和非传统语言习得普通话分类器的相对影响，为文献研究做出贡献。语言（非CHL）学习者。本研究采用了试验前治疗后试验的研究设计，其中64名参与者（CHL = 35，非CHL = 29）随机分为四个实验组和两个对照组。在两次治疗期间，一名中国本地对话者就学习者的错误提供了反馈。学习者对反馈的感知是通过在激发的回忆中提供的口头评论来衡量的，而对分类器的获取则通过其测试分数进行评估。对数据进行定量和定性分析。结果表明，两种反馈类型均可有效地促进学习者的学习。此外，还发现学习者的语言背景会影响他们对反馈以及习得的看法。这项研究的发现扩展了我们对内隐和外显反馈的认识。此外，它们还为参与HL教学的教育者和管理人员提供了宝贵的信息。

著录项

  • 作者

    Han, Ye.;

  • 作者单位

    University of Florida.;

  • 授予单位 University of Florida.;
  • 学科 Language Linguistics.;Language General.;Education Foreign Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 239 p.
  • 总页数 239
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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