The Effect of Positive Evidence and Negative Feedback on EFL Learners’ Acquisition of the Third Person Singular Form

Lin, Jiang; Yi, Huiwen

doi:10.5539/ijel.v4n6p124

Cited by 4 publications

(4 citation statements)

References 32 publications

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“…Valero, Fernández, Iseni, and Clarkson, 2008;Rezaei, Mozaffari, and Hatef, 2011;and Amara, 2015) have argued that when a teacher ignores her student's errors in using the target language, over time, those errors become fossilised. Likewise, oral corrective feedback allows the students to notice the gap between the target language utterances they produce and how they should produce them (Rezaei et al, 2011;Jiang & Yi, 2014). Thus, oral corrective feedback can promote the language development of the student.…”

Section: Pros and Cons Of Providing Oral Corrective Feedbackmentioning

confidence: 99%

Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students

Muslem

Zulfikar

Astilla

et al. 2021

ijole

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The objective of this study was to investigate students’ perceptions towards oral corrective feedback from lecturers in their speaking classes. This survey involved 100 students of English Language Education Department, Ar-Raniry State Islamic University (UIN Ar-Raniry) Banda Aceh from 254 students. The participants of the survey were slected using a simple random sampling technique to represent all off the population. A modified questionnaire from Calsiyao (2015, p. 397) and Elsaghayer (2014, p. 77) was used to collect the data. The percentages were used to analyse the data collected from the questionnaires. The results showed that the students perceived lecturers’ oral corrective feedback as an important part of language learning. Lecturers’ oral corrective feedback was very helpful in improving the students’ speaking abilities. It can be concluded that oral corrective feedback gave positive results towards the students’ speaking performances. Therefore, this research was significant to highlight the students’ perceptions towards oral corrective feedback from their lecturers during the teaching and learning of speaking in their classes. Both lecturers and students would benefit from this research so that they can realize how important it is to give and accept oral corrective feedback.

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Section: Pros and Cons Of Providing Oral Corrective Feedbackmentioning

confidence: 99%

Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students

Muslem

Zulfikar

Astilla

et al. 2021

ijole

View full text Add to dashboard Cite

show abstract

“…When learners make the same subject predicate mistake for the first time, teachers should correct it in time to avoid forming the wrong habit. Among high school and College English learners as a second language, basic errors in pronunciation and grammar are common, which also reflects the lack of timeliness of teaching feedback [8][9][10].…”

Section: Pay Attention To the Error Correction Timeliness In The Earl...mentioning

confidence: 99%

Review of the Acquisition of Third Person Singular Form on Chinese EFL Learners

Ma¹

2022

Proceedings of the 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022)

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In today's world, English no longer simply represents a language, but represents a right to participate in global communication, which makes more and more people begin to learn English. As a large country of English learning, China has included English into the scope of the college entrance examination. In the process of English learning, due to the different language phenomenon between Chinese and English, the errors of verb using is one of the most common grammatical point, and it is also the pain point of Chinese learning grammar for a long time. In this paper, I briefly introduce the importance of learning the third person singular and the problems faced by learners in learning the third person singular and the teaching difficulties that teachers need to pay attention to in the teaching process. These all bases on the situation of Chinese people learning English.

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“…Thus, the two important remaining questions are as follows: What is the appropriate amount of each type of evidence required for L2 acquisition, and which type plays a more significant role in ultimate L2 attainment? Jiang and Yi (2014) pointed out that both positive and negative evidence are equally fundamental for L2 acquisition. Yet, more investigation is needed to ascertain the validity of this assumption.…”

Section: Linguistics Evidence In Slamentioning

confidence: 99%

“…Negative evidence involves providing language learners with explicit grammar instruction and examples of ungrammatical sentences. The majority of EFL teachers agree on the importance and the effectiveness of using both positive and negative evidence in EFL classrooms (Strapp et al, 2011;Jiang and Yi, 2014). However, disagreement persists regarding what type of evidence should be emphasized as the major input in L2 classrooms.…”

Section: Introductionmentioning

confidence: 99%

The Roles of Positive and Negative Evidence in the Development of the English Present Progressive Structure

Al-Maghrabi¹,

Sabir²

2019

IJELE

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The type of linguistic evidence necessary for ultimate L2 attainment has been a major topic of debate. This research investigates the role of negative vs. positive evidence in the acquisition of the affirmative and negative present progressive structures. Following a quasi-experimental design, 49 Saudi EFL learners were divided into three groups: Control Group (n=13), Negative Evidence group (n=15), and Positive Evidence group (n=21). It was hypothesized that negative evidence would be more effective for the acquisition of the present progressive structure than positive evidence, to the point that a significant difference would result between the performance of the two experimental groups. The participants took a pre-test, after which they were given classroom intervention sessions on the use of the English present progressive structure. They then took a post-test. The results show significant differences in the performance of the experimental groups compared to the control group. However, there was no statistical difference between the two experimental groups. Thus, the research supports the importance of the role of negative evidence in teaching L2 when paired with positive evidence. We outline pedagogical implications for further research to determine the extent to which the two types of evidence can be blended in English language classrooms.

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The Effect of Positive Evidence and Negative Feedback on EFL Learners’ Acquisition of the Third Person Singular Form

Cited by 4 publications

References 32 publications

Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students

Students’ Perception Toward Oral Corrective Feedback in Speaking Classes: A Case at English Education Department Students

Review of the Acquisition of Third Person Singular Form on Chinese EFL Learners

The Roles of Positive and Negative Evidence in the Development of the English Present Progressive Structure

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