Abstract

This part of the paper, is trying to investigate the existing relation between two main points: the process of L2 acquisition (SLA) and that of the negative feedback, i.e. the feedback to students that will inform them of their success or not in L2 accomplishment.

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When we analyze the interactions which focus on changes made in grammatical competence, we see the move from the need for other regulation provided and controlled by the teacher to the one of the partially or even completely self-motivated capacity to understand and then correct errors.

Teacher should enhance this performance; many studies so far have shown the relation between “discover and describe” all types of learner’s errors with immediate effect on the learning process of L2 understanding.

The author also focuses on the importance of positive feedback; this serves two functions. The first is to increase the motivation through praise and the second is to let students understand if they have or not performed correctly.

Another point of interest where the paper focuses is that many other research efforts have pointed to the explicitness as the main key-factor in the impact that negative feedback may have to the student. Furthermore it is very important to understand the different types of all kind of linguistic information is given by negative feedback to students, for example models and ways of more accurate results. To make these features easy to be understood this study investigates all these features in relation to their potential contributions to SLA.

As a conclusion, the study is pointed on three different feedback types; first, the implicit negative feedback that provided correct forms, then the one of the implicit negative feedback that encouraged modifications focusing on meaning and lastly the explicit negative feedback that provided the metalinguistic information utilized for modifications; resulted that all elative contributions to SLA were determined through a comparison of the extent to which learners modified their production toward greater accuracy after receiving each type of feedback (positive and negative). Additional factors were the grammatical focus of the feedback and the passage of time. 

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