Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries
International Journal of Multicultural and Multireligious Understanding
http://ijmmu.com editor@ijmmu.com ISSN 2364-5369 Volume 2, Issue 6 December, 2015 Pages: 13-25
Vocabulary Development through Corrective Feedback S. Saber Alavi1*; Thomas Chow Voon Foo1, Mansour Amini 1
School of Languages, Literacies, and Translation, Universiti Sains Malaysia Email: s.alavi85@gmail.com
Abstract This study examined the efficacy of oral corrective feedback (CF), prompts and recasts, on second language (L2) vocabulary learning. The intermediate adult learners of English as a second language (ESL) studying in a private college in Malaysia were chosen. The quasi-experimental study used a pretest-post-test- and delayed post-test design. The participants (n = 27) were conveniently selected and designated to three groups: prompts, recasts, and control. The treatment consisted of a four-step vocabulary activity during which prompts, recasts or no feedback was provided, respectively. The treatment outcomes were tested in terms of measures based on an adaptation of a three-dimensional second language vocabulary development model. Data includes treatment session transcriptions, a revised and combined 2000/University Word Level Test, pretest, post-test, delayed post-test, and long-delayed post-test. Repeated Measures Analysis of Variance (RM ANOVA), Repeated Measures Multivariate Analysis of Variance (RM MANOVA), correlations, plus pair-samples t-tests and multiple and linear regressions were conducted to analyze the results. The proves that the prompts were equally beneficial in short-term and slightly more advantageous in a longer term than recasts in facilitating L2 vocabulary development for adult ESL learners. KeyWords: Input, Output, Corrective Feedback, Recast, Prompts, L2
Introduction Leading interactionist researchers of SLA have lately argued that there is enough empirical support to claim that corrective or interactional feedback (i.e. oral, instructional, error-and-form-focused, negative or contrastive linguistic evidence about mainly deficient, but also successful L2 production) facilitates shortterm second language (L2) learning and that researchers should embark on investigating how interaction facilitates L2 development in more testable ways (Mackey & Gass, 2006; Mackey, 2007). One such approach would be to compare differential outcomes produced by the feedback types such as recasts and prompts that are most commonly found in different L2 pedagogical contexts by employing more finegrained research methodologies (e.g. scale or dimensional analysis of L2 development, Mackey, 1999). Comparative studies of feedback effectiveness have usually chosen a morphosyntactic target, and, consequently, there are few studies looking at CF effects on vocabulary development. Moreover, examining differential effects of oral CF on L2 vocabulary development could provide additional insights
Vocabulary Development through Corrective Feedback
13