This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Takimoto, M. Search for Related Content Social Bookmarking                         What's this?

The effects of explicit feedback on the development of pragmatic proficiency

Tezukayama University, Japan, takimoto{at}tezukayama-u.ac.jp

The present study evaluates the relative effectiveness of two types of input-based instruction, structured input instruction (a structured input task only) and structured input instruction with feedback (the structured input task + reactive explicit feedback) for teaching English polite requestive forms, involving 45 Japanese learners of English. Treatment group performance was compared to that of a control group on the pre-tests, post-tests, and follow-up tests: a discourse completion test, a role-play test, a listening judgement test, and an acceptability judgement test. The results of data analysis indicate that the two treatment groups performed better than the control group, and that the explicit reactive feedback was not always indispensable in the structured input task.

Language Teaching Research, Vol. 10, No. 4, 393-417 (2006)
DOI: 10.1191/1362168806lr198oa


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?