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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Effect of Implicit and Explicit Types of Feedback on Learners’ Pragmatic Development
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The Effect of Implicit and Explicit Types of Feedback on Learners’ Pragmatic Development

机译：内隐和外显反馈类型对学习者语用发展的影响

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摘要

Having adopted a pretest- posttest design with a control group, this study investigated the effects of implicit and explicit corrective feedback on pragmatic development of Iranian EFL learners. Having received explicit instruction, forty intermediate participants in this study received explicit type of feedback (matalinguistic explanation) and implicit type of feedback (recast) in response to any utterance containing an error in doing the role plays of refusals. One week after a treatment lasting 10 days, pragmatic acquisition was measured by a Discourse Completion Test. Results of Chi-square indicated that both treatment groups outperformed the control group and the proportion of using all subcomponents of polite refusal strategy except for one of the subcomponents outweighed in explicit group compared with implicit group.
机译：在与对照组采用前测后测设计的基础上，本研究调查了隐式和显式的纠正反馈对伊朗EFL学习者的语用发展的影响。在接受了明确的指导后，本研究中的四十名中级参与者收到了明确的反馈类型（语言解释）和隐式的反馈类型（重铸），以应对任何包含拒绝角色扮演错误的话语。持续10天的治疗一周后，通过语篇完成测试来评估语用习得。卡方检验的结果表明，两个治疗组的表现均优于对照组，使用礼貌拒绝策略的所有子组件的比例均高于显式组，而隐式组的这一比例超过了对照组。

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