摘要：This study examined the effect of negative evidence on young learners’ performance on grammar test. Gass (1997) asserted that negative evidence, also known as “negative feedback”, offers the learner with information about the inaccuracy of a second language (L2) form and is often understood with the employment of corrective feedback (CF) in response to the learner’s non-target like L2 utterances. Using a pretest-posttest and control group experimental design, the researcher examined the effect of negative evidence on young learners’ performance on grammar test. The participants of the study were 40 Iranian elementary EFL learners randomly divided into two experimental and control groups and each group consisted of 20 learners. The experiment lasted 16 sessions, two sessions in a week. In both experimental group and control group grammatical points were explained in the same way. Both groups participated in three grammar quizzes after the completion of grammar teaching. The participants in experimental group received feedback about the errors they made in the quizzes. These feedbacks were both implicit and explicit. Those in the control group received no feedback. Finally, a test of grammar was conducted as the post test of study. The participants score on the pre-test and post-test was compared. Finally, the result of the analysis indicated that students’ level of Grammar increased in experimental group who received negative evidence. Therefore, providing students with negative evidence is helpful in improving their grammar proficiency.
