Abstract
As an issue of controversy, corrective or negative feedback has been a much debated and investigated topic in SLA theory and research. This book contributes to the ongoing discussion by reporting on a classroom study which examined the effects of two corrective feedback types – recasts and clarification requests – on the acquisition of French verb forms the passé composé and the imparfait. The study also looked at the role of individual differences in analytic ability, working memory and anxiety in predicting the learning gains. This research makes an original contribution by investigating the types of CF that have not previously been compared for French verb forms, by targeting high school learners, by eliciting both oral and written language production , and by including tests of three ID factors. As such, the study has significant pedagogical and theoretical implications, and is of interest to teachers and researchers alike.
| Original language | English |
|---|---|
| Place of Publication | Frankfurt/Mein |
| Publisher | Peter Lang |
| Number of pages | 192 |
| ISBN (Electronic) | 978-3-653-01977-3 |
| ISBN (Print) | 978-3-631-62598-9 |
| Publication status | Published - 2013 |