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- Title
The effects of explicit feedback on the development of pragmatic proficiency.
- Authors
Takimoto, Masahiro
- Abstract
The present study evaluates the relative effectiveness of two types of input-based instruction, structured input instruction (a structured input task only) and structured input instruction with feedback (the structured input task + reactive explicit feedback) for teaching English polite requestive forms, involving 45 Japanese learners of English. Treatment group performance was compared to that of a control group on the pre-tests, post-tests, and follow-up tests: a discourse completion test, a role-play test, a listening judgement test, and an acceptability judgement test. The results of data analysis indicate that the two treatment groups performed better than the control group, and that the explicit reactive feedback was not always indispensable in the structured input task.
- Subjects
ENGLISH language education in secondary schools; LANGUAGE acquisition testing; LANGUAGE research; ORAL communication; EDUCATION; MODERN languages; PHONETICS
- Publication
Language Teaching Research, 2006, Vol 10, Issue 4, p393
- ISSN
1362-1688
- Publication type
Article
- DOI
10.1191/1362168806lr198oa