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The effect of implicit and explicit ...

Han, Ye.

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The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners./
Author:	Han, Ye.
Description:	239 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0174.
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3436336
ISBN:	9781124356938

The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners.
Han, Ye.

The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners. - 239 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0174.

Thesis (Ph.D.)--University of Florida, 2010.

Previous studies revealed mixed results in terms of the relative effects of implicit and explicit feedback: some found that explicit feedback worked more efficiently than implicit feedback; others found no difference between the two feedback types. These contrasting results called for further investigations into this issue, particularly examining those underexplored learner groups who have developed their target language (TL) in a different path from traditional foreign/second language learners investigated in previous studies, such as heritage language (HL) learners. Therefore the present study aims at contributing to the literature by investigating the relative effects of implicit feedback in the form of recasts and explicit feedback in the form of meta-linguistic feedback on the acquisition of Mandarin classifiers by Chinese heritage language (CHL) and non heritage language (non-CHL) learners. This study employed a pre-test-treatment-post-test research design, in which 64 participants (CHL=35, non-CHL=29) were randomly divided into four experimental groups and two control groups. Feedback was provided on learners' errors by a native Chinese interlocutor during the two treatment sessions. Learners' perceptions of feedback were measured by their verbal comments provided during the stimulated recall, and their acquisition of classifiers were assessed by their test scores. The data were both quantitatively and qualitatively analyzed. The results showed that both feedback types were effective in facilitating learners' acquisition. In addition, learners' language background was also found to affect their perceptions of feedback, as well as their acquisition. The findings of this study expand our knowledge about implicit and explicit feedback. In addition, they also provide invaluable information particularly for educators and administrators who are involved in HL instruction.

ISBN: 9781124356938Subjects--Topical Terms:

1018079
Language, Linguistics.

The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners.
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100 1 $a Han, Ye. $3 1677387
245 1 4 $a The effect of implicit and explicit feedback: A study on the acquisition of Mandarin classifiers by Chinese heritage and non-heritage language learners.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0174.
500 $a Adviser: Theresa Antes.
502 $a Thesis (Ph.D.)--University of Florida, 2010.
520 $a Previous studies revealed mixed results in terms of the relative effects of implicit and explicit feedback: some found that explicit feedback worked more efficiently than implicit feedback; others found no difference between the two feedback types. These contrasting results called for further investigations into this issue, particularly examining those underexplored learner groups who have developed their target language (TL) in a different path from traditional foreign/second language learners investigated in previous studies, such as heritage language (HL) learners. Therefore the present study aims at contributing to the literature by investigating the relative effects of implicit feedback in the form of recasts and explicit feedback in the form of meta-linguistic feedback on the acquisition of Mandarin classifiers by Chinese heritage language (CHL) and non heritage language (non-CHL) learners. This study employed a pre-test-treatment-post-test research design, in which 64 participants (CHL=35, non-CHL=29) were randomly divided into four experimental groups and two control groups. Feedback was provided on learners' errors by a native Chinese interlocutor during the two treatment sessions. Learners' perceptions of feedback were measured by their verbal comments provided during the stimulated recall, and their acquisition of classifiers were assessed by their test scores. The data were both quantitatively and qualitatively analyzed. The results showed that both feedback types were effective in facilitating learners' acquisition. In addition, learners' language background was also found to affect their perceptions of feedback, as well as their acquisition. The findings of this study expand our knowledge about implicit and explicit feedback. In addition, they also provide invaluable information particularly for educators and administrators who are involved in HL instruction.
590 $a School code: 0070.
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650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Language, General. $3 1018089
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710 2 $a University of Florida. $3 718949
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Antes, Theresa, $e advisor
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