TY - JOUR

T1 - Effects of oral corrective feedback on the development of complex morphosyntax

T2 - An exploratory mixed-effects model study

AU - Pili-Moss, Diana

PY - 2021/5/4

Y1 - 2021/5/4

N2 - This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

AB - This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

KW - Complex morphosyntax

KW - Corrective feedback

KW - Oral feedback

KW - Prompts

KW - Recasts

KW - Language Studies

KW - Didactics of English as a foreign language

UR - http://www.scopus.com/inward/record.url?scp=85123841886&partnerID=8YFLogxK

U2 - 10.1558/isla.18102

DO - 10.1558/isla.18102

M3 - Journal articles

AN - SCOPUS:85123841886

VL - 5

SP - 69

EP - 103

JO - Instructed Second Language Acquisition

JF - Instructed Second Language Acquisition

SN - 2398-4155

IS - 1

ER -