چکیده:
This study examined and compared the effects of consciousness-raisingwritten corrective feedback in 2 newly-developed levels in terms of marked thirdperson -s acquisition. Nine elementary level intact classes, including 191 malelanguage learners within the age range of 11-14 at Iran Language Institute, weretaken as the participants. Relying on the participants’ placement test results,previous term scores, and a pretest to measure their knowledge of marked thirdperson -s, 62 participants in 3 groups were selected to take part in this study. Then,they were assigned into 2 experimental groups treated differently through (a) writtenpronoun prompt and (b) visually enhanced reformulation for the first 20 min of 6consecutive sessions over 1 month. No feedback was given to the control group.Two parallel pretest and immediate posttest were used as the instruments. Thefindings based on ANCOVA, and the t tests showed that the written- pronounpromptgroup outperformed the visually enhanced reformulation one.
خلاصه ماشینی:
com Abstract This study examined and compared the effects of consciousness-raising written corrective feedback in 2 newly-developed levels in terms of marked third person -s acquisition.
Relying on the participants’ placement test results, previous term scores, and a pretest to measure their knowledge of marked third person -s, 62 participants in 3 groups were selected to take part in this study.
5. Results One-way between-groups analysis of covariance (ANCOVA) was conducted to compare the effectiveness of two different interventions designed to increase the learners' marked third person -s acquisition.
The independent variable was the type of intervention (written pronoun prompt, visually-enhanced reformulation) and control group (no CF), and the dependent variable consisted of the learners' scores on the posttest administered after the intervention was completed.
According to this finding, it may be concluded that the effect of the written pronoun prompt method on the acquisition of marked third person -s is higher than the visually enhanced reformulation method.
Furthermore, because the current study emphasized the effect of different corrective feedback types on the accurate use of marked third person -s, which is included in the syllabus of Run 4 teenagers’ level, it might be a good stimulation to bring about evolutionary changes in syllabus according to learners’ developmental order and learnability-teachability of a target feature.
7. Conclusion The present study investigated the effect of consciousness-raising written corrective feedback in general and written-pronoun-prompt outperformance of visually enhanced reformulation on marked third person -s acquisition in detail.