摘要：The study reported in this paper aimed at investigating the differential efficacy of scaffolded feedback and recasts as two types of corrective feedback (CF) in improving elementary EFL learners’ grammatical accuracy. Forty-five beginner EFL students formed a control group (n= 16) and two experimental groups (scaffolding= 16, recast= 13). The use of the third person singular ‘s’ morpheme for verbs was selected as the target structure to be treated through the provision of the corrective feedback. The scaffolded feedback was operationalized within a sociocultural framework as a collaborative process during which learners were provided with assistance adjusted to their individual needs. Recasts, on the other hand, were operationalized as reformulations of learners’ erroneous utterances without the error. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. Also, the difference between the scaffolding and recast groups in the posttest was significant. Overall, these findings confirmed the beneficial effects of CF and in particular scaffolded feedback on learners’ grammatical accuracy.
其他摘要：The study reported in this paper aimed at investigating the differential efficacy of scaffolded feedback and recasts as two types of corrective feedback (CF) in improving elementary EFL learners’ grammatical accuracy. Forty-five beginner EFL students formed a control group (n= 16) and two experimental groups (scaffolding= 16, recast= 13). The use of the third person singular ‘s’ morpheme for verbs was selected as the target structure to be treated through the provision of the corrective feedback. The scaffolded feedback was operationalized within a sociocultural framework as a collaborative process during which learners were provided with assistance adjusted to their individual needs. Recasts, on the other hand, were operationalized as reformulations of learners’ erroneous utterances without the error. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. Also, the difference between the scaffolding and recast groups in the posttest was significant. Overall, these findings confirmed the beneficial effects of CF and in particular scaffolded feedback on learners’ grammatical accuracy.
关键词：corrective feedback;recasts;scaffolded feedback;sociocultural theory
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