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The role of implicit feedback on Korean college students' learning of the English dative alternation: recasts, primes, and their combination

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Authors
Lee, Jiyong
Issue Date
2010
Publisher
Department of English Language and Literature, Seoul National University
Citation
SNU Working Papers in English Linguistics and Language, Vol.9, pp. 121-144
Keywords
English dative alternationrecastsstructural primesKorean college students
Abstract
The purpose of this study is to investigate the effects of three types of implicit feedback -recasts, structural primes, and their combination- on Korean college students' learning of the English dative alternation. Forty Korean college students participated in the students participated in the study. Participants were given pretests, immediate posttests, and delayed posttests on the dative construction over an eight-week period. Ten participants were each placed into a control, recast, prime, or prime + recast group. Each group was provided with the assigned feedback through interaction tasks with the researcher for three weeks. The study revealed that while structural primes had a beneficial effect on Korean learners' grammaticality judgments, neither type of feedback had a significant effect on their oral production.
Language
English
URI
http://hdl.handle.net/10371/73009
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College of Humanities (인문대학)English Language and Literature (영어영문학과)SNU working papers in English language and linguisticsSNU working papers in English language and linguistics Vol.09 (2010)
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