The differential effect of two types of direct written corrective feedback on noticing and uptake: reformulation vs. error correction
Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled threestage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | España |
| Recursos: | Universitat Pompeu Fabra |
| Repositorio: | Repositorio Digital de la UPF |
| OAI Identifier: | oai:repositori.upf.edu:10230/35415 |
| Acesso em linha: | http://hdl.handle.net/10230/35415 |
| Access Level: | acceso abierto |
| Palavra-chave: | Attention Collaborative Writing Corrective feedback EFL Error correction Feedback L2 Writing Noticing Reformulation Atención Escritura colaborativa Corrección Inglés como lengua extranjera Corrección de errores Respuesta al escrito Escritura en segundas lenguas Detección Reformulación |
| Resumo: | Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled threestage (composition/comparison-noticing/revision) study reported in this paper investigated the effects of two forms of direct CF (error correction and reformulation) on noticing and uptake, as evidenced in the written output produced by a group of 8 secondary school EFL learners. Noticing was operationalized as the amount of corrections noticed in the comparison stage of the writing task, whereas uptake was operationally defined as the type and amount of accurate revisions incorporated in the participants’ revised versions of their original texts. Results support previous research findings on the positive effects of written CF on noticing and uptake, with a clear advantage of error correction over reformulation as far as uptake was concerned. Data also point to the existence of individual differences in the way EFL learners process and make use of CF in their writing. These findings are discussed from the perspective of the light they shed on the learning potential of CF in instructed SLA, and suggestions for future research are put forward. |
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