书面反馈对一般过去时规则形式显性与隐性知识学习的作用

Effectiveness of Written Corrective Feedback on the Explicit and Implicit Knowledge of English Regular Past Tense

本研究考察三种不同形式的书面反馈对英语一般过去时规则形式显性和隐性知识学习的作用。研究采用"前测-后测-延时后测"的实验设计,将74位中国的英语学习者分为间接反馈组、直接反馈组、元语反馈组和控制组,并分别用看图写话和限时语法测试检验显性、隐性知识学习的情况。结果显示:三种书面反馈均能促进目标结构显性知识学习,且促学效果相当;但三者均无法促进目标结构隐性知识学习。

The present study examines the effectiveness of three different types of written corrective feedback on the learning of explicit and implicit knowledge of English regular past tense. The study utilized a pretest-posttest-delayed posttest design with 74 Chinese learners of English who were divided into four groups： indirect feedback,direct feedback,metalinguisitc feedback,and control. A picture description task and a timed grammaticality judgement test were used to measure gains in explicit and implicit knowledge. The results revealed that the three types of written corrective feedback were equally effective in promoting explicit knowledge of the target form,but none of them had a significant effect on implicit knowledge of the target form.