Corrective Feedback and Second Language Acquisition: Differential Contributions of Implicit and Explicit Knowledge

Abstract

The issue of error correction remains controversial in recent years due to the
different positions of interface toward implicit and explicit knowledge of ESL
learners. This study looks at the impacts of implicit corrective feedback in the
form of recast on implicit and explicit knowledge of adult ESL learners. In an
experimental study, lower-intermediate learners first were taught the
grammatical features; then they completed communicative tasks during which the
experimental group received recast and the control group received no feedback
when an error occurred. Acquisition was measured by means of tests designed to
measure implicit and explicit knowledge. Results of ANCOVA analysis revealed
higher score for the experimental group; and result of t-test revealed that recast
has significant effect on implicit knowledge. In line with the weak interface
position toward implicit and explicit knowledge, the findings extend empirical
support for Schmidt’s noticing hypothesis and function of recast in language
learning.