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SLLAT presents: Diana Pili-Moss 'Effects of different feedback strategies on the improvement of morphological accuracy in spoken L2 Italian'

Date: 3 June 2013 Time: 04.00-05.30pm

Venue: County South, C89

Diana Pili-Moss, Manchester University

Effects of different feedback strategies on the improvement of morphological accuracy in spoken L2 ItalianQuasi-experimental studies and meta-analyses conducted in the framework of interactional SLA in the last decade widely recognized the effectiveness of corrective feedback (CF) for the acquisition of lexical and grammatical language targets in classroom instruction.However, they also pointed out the need of further research on languages other than English and of investigating the effects on acquisition of a wider range of CF strategies (Li 2010; Loewen and Philp 2006; Ellis 2007; Lyster and Saito 2010; Mackey and Goo 2007).This quasi-experimental study investigates the potential effectiveness of recasts and prompts (with no metalinguistic explanation) for the acquisition of morphological accuracy in the oral production of the Italian past tense passato prossimo. In textbooks passato prossimo is usually introduced relatively early at beginners' level but accuracy in oral production is known to be difficult to achieve, possibly because of the low saliency/redundancy of its agreement patterns.The participants, thirty-seven Intermediate adult learners of Italian, were randomly assigned to the two experimental conditions (recasts and prompts) and a control group (no feedback).The experimental design included a pre-test, an immediate post-test and a delayed post-test (4 weeks after the last treatment session). The treatment sessions, during which corrective feedback was provided, consisted of three class discussions of 90 minutes each, administered during three consecutive weeks.The test tasks included an oral picture description with no written cues and a timed grammaticality judgment test, as measures of implicit knowledge, and an oral picture description with written cues, as a measure of explicit knowledge (Ellis 2004, 2006).

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Organising departments and research centres: Linguistics and English Language


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