Interaction feedback and ESL question development

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dc.contributor.authorBell, Abbey
dc.contributor.supervisorNassaji, Hossein
dc.date.accessioned2008-12-19T17:24:13Z
dc.date.available2008-12-19T17:24:13Z
dc.date.copyright2008en_US
dc.date.issued2008-12-19T17:24:13Z
dc.degree.departmentDepartment of Linguistics
dc.degree.departmentSchool of Languages, Linguistics and Cultures
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractInteractional feedback has received a lot of attention recently in the field of second language acquisition (SLA). In particular, the literature on the effects of recasts (correct reformulation of a learner’s utterance) has produced conflicting results. The object of the present study is to contribute to the recent investigation of interactional feedback on L2 acquisition by examining the effects of recast, elicitation, and recast plus elicitation on the development of question formation by ESL learners in a typical classroom environment. The study followed a pre-test/post-test design and was carried out over 7 weeks. Results provide some support for short-term effects of recasts, long-term effects of elicitations and delayed effects for recasts in combination with elicitation. These results suggest that recasts and elicitation may both be effective forms of feedback in different ways. As well, the results also imply that recasts may be most effective when their saliency is enhanced in some manner.en_US
dc.identifier.urihttp://hdl.handle.net/1828/1300
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectESLen_US
dc.subjectinteractionen_US
dc.subjectfeedbacken_US
dc.subjectdevelopmenten_US
dc.subjectrecasten_US
dc.subjectelicitationen_US
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Language::Linguisticsen_US
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Language and educationen_US
dc.titleInteraction feedback and ESL question developmenten_US
dc.typeThesisen_US

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