The relationships between individual differences in working memory and language analytical ability and the effectiveness of different types of corrective feedback

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yusuke Sato
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引用次数: 0

Abstract

This study examined the relationships between individual differences in the executive component of working memory, and language analytical ability and the effectiveness of recasts, explicit correction and, metalinguistic prompts on the second-language (L2) development of the English past progressive. Participants were 155 Japanese learners of English, who were divided into recast, explicit correction, metalinguistic prompt, and task-only groups. The treatment groups completed tasks that required past progressive usage and received feedback. The executive component of working memory and language analytical ability were measured by the reading span test and LLAMA F. The outcome measures were an untimed grammaticality judgment test (UGJT) and elicited imitation test (EIT), which measured the participants’ declarative and procedural knowledge, respectively. The participants performed the pretest, immediate posttest, and delayed posttest. Multiple regression analyses showed that the executive component of working memory was significantly associated with the gain scores of the UGJT for the recast group and with the gain scores of the EIT for the metalinguistic prompt group. Language analytical ability was not associated with gain scores regardless of the test type for all groups.
工作记忆和语言分析能力的个体差异与不同类型纠正反馈有效性的关系
本研究考察了工作记忆执行成分、语言分析能力的个体差异与重铸、外显纠正和元语言提示对英语过去进行语第二语言(L2)发展的有效性之间的关系。参与者是155名日本英语学习者,他们被分为重铸组、外显纠正组、元语言提示组和仅任务组。治疗组完成了需要过去逐步使用的任务,并收到了反馈。通过阅读广度测试和LLAMA F.测量工作记忆的执行成分和语言分析能力。结果测量是无计时语法判断测试(UGJT)和引发模仿测试(EIT),分别测量参与者的陈述性和程序性知识。参与者进行了前测、即时后测和延迟后测。多元回归分析表明,工作记忆的执行成分与重铸组的UGJT增益得分和元语言提示组的EIT增益得分显著相关。无论测试类型如何,所有组的语言分析能力都与得分无关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
10.00%
发文量
9
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