The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback

被引:32
作者
Yilmaz, Yucel [1 ]
Granena, Gisela [2 ]
机构
[1] Indiana Univ, Bloomington, IN 47405 USA
[2] Univ Oberta Catalunya, Barcelona, Spain
关键词
Explicit learning; corrective feedback; language aptitude; individual differences; recasts; implicit learning; English articles; explicit correction; WORKING-MEMORY CAPACITY; CORRECTIVE FEEDBACK; ACQUISITION; SLA;
D O I
10.1017/S136672891400090X
中图分类号
H0 [语言学];
学科分类号
030303 ; 0501 ; 050102 ;
摘要
This study investigated the extent to which cognitive abilities that involve explicit cognitive processes (i. e., explicit language aptitude) are related to second language (L2) learning outcomes under two corrective feedback conditions. The study followed a pretest-posttest-delayed posttest experimental design. Forty-eight L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to their group assignment (i. e., explicit, implicit, and no-feedback). A set of controlled oral production tests was administered as pretest and posttest. Explicit language aptitude was measured using three subtests from the LLAMA Language Aptitude Test battery (Meara, 2005). Results showed that explicit language aptitude predicted immediate posttest performance only under the explicit feedback condition, suggesting that this type of feedback requires mental processes that are facilitated by explicit cognitive abilities and that its short-term effectiveness is not the same for learners with different aptitude levels.
引用
收藏
页码:147 / 161
页数:15
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