The Effects of Written Corrective Feedback on Second Language Acquisition of English Generic NPs by Chinese-speaking Learners

Abstract

Abstract: The current study investigated the differential effect of two types of written corrective feedback (metalinguistic feedback and indirect feedback) on the acquisition of English generic NPs by Chinese speakers. A good command of English generic NPs requires, at the very least, morphosyntactic, contextual and world knowledge. Therefore, it is hard to acquire by mere exposure to the language alone, and may be an ideal target form for investigating the effects of explicit intervention, that is written corrective feedback. This study used a quasi-experimental resesarch design with a pretest-treatment-posttest-delayed posttest structure, deploying a translation task and a writing task to test the subjects' use of English generic NPs. It was found that only metalinguistic feedback can foster gains in the knowledge of generic NPs. The findings and implications are discussed in light of cognitive psychology.

CLC Number:

H319

JIANG Lin & CHEN Jin. The Effects of Written Corrective Feedback on Second Language Acquisition of English Generic NPs by Chinese-speaking Learners[J]. Contemporary Foreign Languages Studies, 2013, 13(11): 31-35.

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