Effects of oral corrective feedback on the development of complex morphosyntax: An exploratory mixed-effects model study
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In: Instructed Second Language Acquisition, Vol. 5, No. 1, 04.05.2021, p. 69-103.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -