IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR

TLDR

The article reviews prior studies on implicit and explicit corrective feedback in second‑language acquisition and reports a new experiment on past‑tense -ed acquisition. The experiment involved low‑intermediate English learners in two treatment groups—receiving recasts or metalinguistic explanations—plus a control, with oral imitation, grammaticality judgment, and metalinguistic knowledge tests administered before, one day after, and two weeks after instruction. Results show explicit feedback outperformed implicit feedback on delayed imitation and grammaticality judgment, indicating metalinguistic explanation benefits both implicit and explicit knowledge and underscoring the need to assess both. The study was funded by a Marsden Fund grant from the Royal Society of Arts of New Zealand, with acknowledgements to reviewers and editors.

Abstract

This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed. In an experimental design (two experimental groups and a control group), low-intermediate learners of second language English completed two communicative tasks during which they received either recasts (implicit feedback) or metalinguistic explanation (explicit feedback) in response to any utterance that contained an error in the target structure. Acquisition was measured by means of an oral imitation test (designed to measure implicit knowledge) and both an untimed grammaticality judgment test and a metalinguistic knowledge test (both designed to measure explicit knowledge). The tests were administered prior to the instruction, 1 day after the instruction, and again 2 weeks later. Statistical comparisons of the learners' performance on the posttests showed a clear advantage for explicit feedback over implicit feedback for both the delayed imitation and grammaticality judgment posttests. Thus, the results indicate that metalinguistic explanation benefited implicit as well as explicit knowledge and point to the importance of including measures of both types of knowledge in experimental studies.This research was funded by a Marsden Fund grant awarded by the Royal Society of Arts of New Zealand. Researchers other than the authors who contributed to the research were Jenefer Philip, Satomi Mizutami, Keiko Sakui, and Thomas Delaney. Thanks go to the editors of this special issue and to two anonymous SSLA reviewers of a draft of the article for their constructive comments.