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A Seminar in the Monday Series

 

Monday 10 August, 4pm - 5.30pm, Room W3.03 Baldessin Precinct Building

 

Ms Patrizia Berti, Associate Lecturer and PhD student, Italian Program, School of Language Studies

 

Developmentally Moderated Corrective Feedback and L2 development – evidence from the Italian L2 classroom

 

Classroom research on Corrective feedback suggests that it is beneficial to L2 development (see review by Russel and Spada, 2006) and that, different techniques, such as recasts , prompts and meta-linguistic feedback differ in their effectiveness (Ammar, 2008; Ammar & Spada, 2006; Doughty & Varela, 1998;Ellis, Loewen & Erlam, 2006; Lyster, 2004).

The complexity of linguistic structures and learners' developmental ‘readiness' to acquire them Pienemann (1989), may have contributed to some inconsistencies found in evaluating the effectiveness of different corrective techniques (Ishida, 2004; Iwashita, 2003; Long et al., 1998; Mackey & Philp, 1998). This paper examines classroom application of developmentally moderated corrective feedback Biase (2006), feedback of ‘learnable' structures, and its possible relationship to observed development in Italian L2.

References:

Ammar, A.,& Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquistion, 28, 543-574.
Di Biase, B. (2006). Developmentally moderated focus-on-form . paper presnted at the 5 th Pacific Second Language ResearchForum, July 4-6, 2006 . university of Queensland , Brisbane , Australia .
Doughty, C.,& Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge : Cambridge University Press.
Ellis, R.,Loewen, S.,& Erlam, R. (2006). Implicit end explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition , 28 , 339-368.
Ishida, M. (2003). Effects of recast on the acquisition of the aspectual for of –te I (ru) by learners of Japanese as a foreign language. Language Learning, 54, 311-394.
Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction. Studies in Second Language Acquisition , 25, 1-36.
Long, M., Inagaki, S.,& Ortega, L. (1998). The role of implicit negative feedback in SLA : models and recasts in Japanese and Spanish. Modern Language Journal, 82, 357-371
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
Mackey,A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses and red herrings? Modern Language Journal, 82, 338-356.
Russell, J.,& Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. Norris & L. Ortega (Eds.). Synthesizing research on language learning and teaching. Amsterdam : John Benjamins.
Pienemann, M. (1989). Is language teachable?. Applied Linguistics, 10(1), 52-79.