21.1659, Diss: Lang Acq: Dilans: 'Oral Corrective Feedback and L2 Vocabualry...'

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LINGUIST List: Vol-21-1659. Tue Apr 06 2010. ISSN: 1068 - 4875.

Subject: 21.1659, Diss: Lang Acq: Dilans: 'Oral Corrective Feedback and L2 Vocabualry...'

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1)
Date: 05-Apr-2010
From: Gatis Dilans < gatis.dilans at gmail.com >
Subject: Oral Corrective Feedback and L2 Vocabualry Development: Prompts and recasts in the adult ESL classroom
 

	
-------------------------Message 1 ---------------------------------- 
Date: Tue, 06 Apr 2010 11:17:25
From: Gatis Dilans [gatis.dilans at gmail.com]
Subject: Oral Corrective Feedback and L2 Vocabualry Development: Prompts and recasts in the adult ESL classroom

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Institution: University of Texas at San Antonio 
Program: Culture, Literacy and Language 
Dissertation Status: Completed 
Degree Date: 2010 

Author: Gatis Dilans

Dissertation Title: Oral Corrective Feedback and L2 Vocabualry Development:
Prompts and recasts in the adult ESL classroom 

Linguistic Field(s): Language Acquisition

Subject Language(s): English (eng)


Dissertation Director(s):
Shannon Sauro
Juliet Langman

Dissertation Abstract:

This dissertation study investigated the effects of oral corrective 
feedback in the form of prompts and recasts (Ammar, 2008; Ammar & 
Spada, 2006; Lyster, 2004; Lyster & Izquerdo, 2009) on second 
language (L2) vocabulary development (de la Fuente, 2002; Ellis & He, 
1999; Ellis, Tanaka, & Yamazaki, 1994). A population of intermediate 
adult learners of English as a second language (ESL) in a community 
college located in the US Southwest was used.

The quasi-experimental study used pretest-posttest-delayed posttest 
design. The participants (n = 23) were conviniently selected and 
designated to three groups: prompts, recasts, and control. The 
treatment consisted of a four-step vocabulary activity during which 
prompts, recasts or no feedback was provided, respectively. The 
treatment outcomes were tested in terms of measures based on an 
adaptation of a three-dimensional second language vocabulary 
development model (Henriksen, 1999, 2008) and in-group proficiency. 
Data includes treatment session transcriptions, a revised and combined 
2000/University Word Level Test (Beglar & Hunt, 1999), pretest, 
posttest, delayed posttest, and longer-delayed posttest, plus a 
background questionnaire. Repeated Measures Analysis of Variance 
(RM ANOVA), Repeated Measures Multivariate Analysis of Variance 
(RM MANOVA), correlations, plus pair-samples t-tests and multiple and 
linear regressions were conducted to analyze the results.

The findings appear to indicate that prompts were equally beneficial in 
short term and slightly more advantageous in a longer term than 
recasts in facilitating L2 vocabulary development for community college 
adult ESL learners. However, from both corrective feedback (CF) 
groups, only the prompts group demonstrated significant increases on 
all three dimensions of L2 vocabulary development as they were 
operationalized for this study. 




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