The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions
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Yucel Yilmaz
Abstract
This study examined whether there is any relationship between second language (L2) learning outcomes under different negative feedback conditions and cognitive abilities for language learning that involve explicit cognitive processes (i.e. explicit language aptitude). The study followed a pretest, immediate posttest, delayed posttest design, and used a set of controlled oral production tests as outcome measures. Between the pretest and the immediate posttest, 80 L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to the group they had been assigned to (i.e. explicit, implicit, mixed, reduced explicit or no-feedback). Three subtests from the LLAMA Language Aptitude Test battery (Meara 2005) were used to test the learners’ explicit language aptitude. Results showed that only on the immediate posttest and only under the explicit feedback condition was explicit language aptitude predictive of L2 performance.
Abstract
This study examined whether there is any relationship between second language (L2) learning outcomes under different negative feedback conditions and cognitive abilities for language learning that involve explicit cognitive processes (i.e. explicit language aptitude). The study followed a pretest, immediate posttest, delayed posttest design, and used a set of controlled oral production tests as outcome measures. Between the pretest and the immediate posttest, 80 L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to the group they had been assigned to (i.e. explicit, implicit, mixed, reduced explicit or no-feedback). Three subtests from the LLAMA Language Aptitude Test battery (Meara 2005) were used to test the learners’ explicit language aptitude. Results showed that only on the immediate posttest and only under the explicit feedback condition was explicit language aptitude predictive of L2 performance.
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Introduction. Cognitive individual differences in second language learning and processing 1
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Part 1. Theoretical and methodological issues
- Foreign language aptitude, acquisitional sequences, and psycholinguistic processes 17
- Miniature natural language learning in L2 acquisition research 41
- Working memory, language processing, and implications of malleability for second language acquisition 69
- Methodological implications of working memory tasks for L2 processing research 89
- Analyzing individual differences in second language research 105
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Part 2. Empirical studies
- Music, song and speech 131
- An empirical study of working memory, personality, and second language construction learning 157
- Elicited imitation as a measure of implicit L2 knowledge 185
- Working memory and L2 English speakers’ primed and subsequent production of passives 205
- Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading 223
- Executive control and phonological processing in language acquisition 249
- Corrective feedback and working memory capacity 279
- The interaction between feedback exposure condition and phonetic coding ability 303
- The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions 327
- Index 351
Chapters in this book
- Prelim pages i
- Table of contents v
-
Introduction
- Introduction. Cognitive individual differences in second language learning and processing 1
-
Part 1. Theoretical and methodological issues
- Foreign language aptitude, acquisitional sequences, and psycholinguistic processes 17
- Miniature natural language learning in L2 acquisition research 41
- Working memory, language processing, and implications of malleability for second language acquisition 69
- Methodological implications of working memory tasks for L2 processing research 89
- Analyzing individual differences in second language research 105
-
Part 2. Empirical studies
- Music, song and speech 131
- An empirical study of working memory, personality, and second language construction learning 157
- Elicited imitation as a measure of implicit L2 knowledge 185
- Working memory and L2 English speakers’ primed and subsequent production of passives 205
- Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading 223
- Executive control and phonological processing in language acquisition 249
- Corrective feedback and working memory capacity 279
- The interaction between feedback exposure condition and phonetic coding ability 303
- The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions 327
- Index 351
