Yılmaz Köylü | The Hong Kong University of Science and Technology
This study investigated the relative effects of models, corrective feedback, and a mixed treatment
including both models and corrective feedback in the development of the Turkish locative morpheme. Native speakers of
English were assigned to one of four conditions: models, corrective feedback, mixed, or control. Participants
performed one input-based and one output-based task with a native Turkish speaker and received treatment according to
their group assignments. Learners’ performance was measured through a multiple-choice task and an oral picture
description test once immediately after the treatment and once two weeks after the treatment. Results showed that the
mixed treatment in which learners received models first and then corrective feedback was the most effective
treatment.
Ellis, R.1991. Grammar
teaching practice or consciousness-raising? In Second
Language Acquisition and Second Language Pedagogy, R. Ellis (ed.), 232–241. Clevedon: Multilingual Matters.
Ellis, R.2005. Measuring
implicit and explicit knowledge of a second language: A psychometric
study. Studies in Second Language
Acquisition 27(2): 141–172.
Göksel, A. & Kerslake, C.2005. Turkish:
A Comprehensive Grammar. New York NY: Routledge.
Goo, J., Granena, G., Yilmaz, Y. & Novella, M.2015. Implicit
and explicit instruction in L2 learning. In Implicit
and Explicit Learning of Languages, P. Rebuschat (ed.), 443–482. Amsterdam: John Benjamins.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. & Tatham, R. L.2006. Multivariate
Data Analysis [6th edn]. New York NY: Pearson.
Herron, C., & Tomasello, M.1988. Learning
grammatical structures in a foreign language: Modelling versus feedback. French
Review 61(6): 910–923.
Housen, A. & Pierrard, M.2005. Investigations
in Instructed Second Language
Acquisition. Berlin: De Gruyter.
Hulstijn, J. H.2005. Theoretical
and empirical issues in the study of implicit and explicit second-language
learning. Studies in Second Language
Acquisition 27(2): 129–140.
Kornfilt, J.1997. Turkish. New York NY: Routledge.
Krashen, S. D.1981. Second
Language Acquisition and Second Language Learning. New York NY: Pergamon Press.
Krashen, S. D. & Terrell, T. D.1983. The
Natural Approach: Language Acquisition in the Classroom. New York NY: Pergamon Press.
Leeman, J.2003. Recasts
and second language development. Studies in Second Language
Acquisition 25(1): 37–63.
Li, S.2010. The
effectiveness of corrective feedback in SLA: A meta-analysis. Language
Learning 60(2): 309–365.
Long, M. H.1980. Input,
Interaction and Second Language Acquisition. PhD
dissertation, University of California, Los Angeles.
Long, M. H.1981. Input,
interaction and second language acquisition. Annals of the New York Academy
Sciences 379(1): 259–278.
Long, M. H.1996. The
role of the linguistic environment in second language
acquisition. In Handbook of Second Language
Acquisition, W. Ritchie & T. K. Bhatia (eds), 413–468. Cambridge MA: Academic Press.
Long, M. H.2015. Second
Language Acquisition and Task-based Language
Teaching. Oxford: Wiley-Blackwell.
Long, M. H., Inagaki, S. & Ortega, L.1998. The
role of implicit negative feedback in SLA: Models and recasts in Japanese and
Spanish. The Modern Language
Journal 82(3): 357–371.
Lyster, R. & Saito, K.2010. Oral
feedback in classroom SLA: A meta-analysis. Studies in Second Language
Acquisition 32(2): 265–302.
Ono, L. & Witzel, J.2002. Recasts,
Salience, and Morpheme Acquisition. Unpublished
manuscript, Department of Second Language Studies, University of Hawaii.
Phakiti, A.2014. Experimental
Research Methods in Language
Learning. London: Bloomsbury.
Pica, T.1983. Methods
of morpheme quantification: Their effect on the interpretation of second language
data. Studies in Second Language
Acquisition 6(1): 69–78.
Pica, T.1988. Interlanguage
adjustments as outcome of NS-NNS negotiated interaction. Language
Learning 38(1): 45–73.
Ranta, L. & Lyster, R.2007. A
cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback
sequence. In Practice in a Second language:
Perspectives From Applied Linguistics and Cognitive Psychology, R. DeKeyser (ed.), 141–160. Cambridge: CUP.
Schmidt, R.1990. The
role of consciousness in second language learning. Applied
Linguistics 11(2): 129–158.
Schmidt, R.2001. Attention. In Cognition
and Second Language Instruction, P. Robinson (ed.), 3–32. Cambridge: CUP.
Schmidt, R. & Frota, S.1986. Developing
basic conversation ability in a second language: A case study of an adult
learner. In Talking to Learn: Conversation in Second
Language Acquisition, R. Day (ed.), 237–326. New York NY: Newbury House.
Schwartz, B. D.1993. On
explicit and negative evidence effecting and affecting competence and linguistic
behavior. Studies in Second Language
Acquisition 15(2): 147–163.
Sheen, Y.2004. Corrective
feedback and learner uptake in communicative classrooms across instructional
settings. Language Teaching
Research 8(3): 263–300.
Spada, N. & Lightbown, P. M.1999. Instruction,
first language influence, and developmental readiness in second language
acquisition. The Modern Language
Journal 83(1): 1–22.
Truscott, J.1999. What’s
wrong with oral grammar correction. Canadian Modern Language
Review 55(4): 437–456.
VanPatten, B.2013. Mental
representation and skill in instructed
SLA. In Innovations in SLA, Bilingualism and
Cognition: Research and Practice, J. Schwieter (ed.), 3–22. Amsterdam: John Benjamins.
Yilmaz, Y.2012. The
relative effects of explicit correction and recasts on two target structures via two communication
modes. Language
Learning 62(4): 1134–1169.
Yilmaz, Y.2013. Relative
effects of explicit and implicit feedback: The role of working memory capacity and language analytic
ability. Applied
Linguistics 34(3): 344–368.
Yilmaz, Y.2016. The
effectiveness of explicit correction under two different feedback exposure
conditions. Studies in Second Language
Acquisition 38(1): 65–96.