Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds

IF 3.7 1区文学 Q1 LINGUISTICS Studies in Second Language Learning and Teaching Pub Date : 2022-12-27 DOI:10.14746/ssllt.2022.12.4.7

Melissa A. Bowles, Kacie Gastañaga

引用次数: 1

Abstract

This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback texts and analysis of think-alouds served as the basis for determining whether one type of feedback promoted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are impacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions.

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传统、第二和第三语言学习者对书面纠正反馈的处理:来自大声思考的证据

本研究比较了传统语言(HL)、第二语言(L2)和第三语言(L3)学习者对三种不同类型的书面纠正反馈(WCF)的处理，这些学习者编写并修改了三篇短文，并为每篇短文(即直接、编码或下划线)收到了不同类型的WCF。反馈前后文本的比较和大声思考的分析是确定一种反馈是否促进更高深度加工(DoP)以及这种加工是否受错误类型和语言背景的调节的基础。结果表明，反馈类型确实与DoP存在交互作用，并且这种交互作用在一定程度上受学习者背景和错误类型的调节。这项研究是了解这三种学习者群体如何受到这些常用反馈类型影响的第一步，因此对推动基于证据的教学决策很重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.