The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and UptakeReformulation vs. Error Correction

  1. Santos, María
  2. López Serrano, Sonia
  3. Manchón Ruiz, Rosa María
Revista:
IJES: international journal of English studies
  1. Criado, Raquel (coord.)
  2. Sánchez Pérez, Aquilino (coord.)

ISSN: 1578-7044,  1989-6131

Ano de publicación: 2010

Título do exemplar: Cognitive processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials

Volume: 10

Número: 1

Páxinas: 131-154

Tipo: Artigo

DOI: 10.6018/IJES/2010/1/114011 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: IJES: international journal of English studies

Obxectivos de Desenvolvemento Sustentable

Resumo

Framed in a cognitively-oriented strand of research on corrective feedback (CF) in SLA, the controlled three- stage (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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