Abstract:
This study investigated the effects of corrective feedback (CF) on the acquisition of English prepositions to find out which one would be more effective for third-grade high school learners in their grammar performance. This study also examined declarative and interrogative recasts to see which one the participants preferred to improve their grammar performance. To this end,75 out of 130 female students at the intermediate level in Khorramshar took part in this study. The participants were randomly assigned into one control and two experimental groups. All three groups took the same pre and posttests; however, the treatment was different. The recast group received CF in the form of recast and the other in the form of metalinguistic clues. The control group only received general comments, like good, bad, etc. The results indicated that both experimental groups improved in preposition recognition and production in their grammar performances. The findings also showed that there was no significant difference between the students'' performance in experimental groups, but metalinguistic CF was more helpful. A careful calculation using a questionnaire based on 5-points Likert Scale showed that there was no significant difference between the participants'' preference for two types of recast by the group receiving recasts.
Machine summary:
Effect of Corrective Feedback on the Acquisition of English Prepositions of Movement and Place in Third-grade High School EFL Learners' Grammar Performance Abstract Farzaneh Mir*, Islamic Azad University, Abadan branch, Abadan/Iran fmir2001@yahoo.
Recasts and metalinguistic feedback are chosen for this study because they occur frequently during classroom interaction and differ in the level of explicitness and the way of correction (Sheen, 2004; Lyster, 1998a).
This study investigated the role and the effects of two main techniques of corrective feedback, namely recasts (implicit) and metalinguistic (explicit) on the acquisition of English prepositions of movement and place to see which one would be more effective for third-grade intermediate learners' preposition recognition and production in their grammar performance.
The present study addressed recast and metalinguistic feedback and their probable effects on the acquisition of prepositions (recognition and production), since prepositions are the biggest group of little words and they have different important semantic functions and are usually overused by learners, as well (Mahmoodzadeh, 2012).
Some recognition and production drills were given to the participants according to the use of movement and place prepositions and then both the written and also oral errors committed by learners were corrected through the use of the two mentioned corrective feedback techniques: recast and metalinguistic clues in oral form.
The results reveal that the participants' scores in the post test in pair 2 and 3 were significantly higher than their scores in the pretest and this difference can be attributed to the helpful role of the treatment employing recast and metalinguistic corrective feedback.