چکیده:
This pseudo-longitudinal study adopted typical-error and corrective feedback approaches to investigating interlanguage fossilization. The errors in the argumentative essays of 76 Iranian EFL learners within and across three proficiency levels were identified and classified using the model proposed by Gass and Selinker (1994). The learners were first provided with implicit and then explicit feedback to see if the two feedback types would improve written production, and if there were errors that persisted. The results indicated that word choice, plural, word form and article “the” were the most frequent types of errors, with word choice topping the list. The results also showed that, although providing learners with feedback could lead to a reduction in errors, explicit feedback was a more effective strategy. However, the t-test results demonstrated that the short-term impact of feedback could not be sustained over time, a finding congruent with those of Truscott (2007) who questioned the efficacy of error correction. Moreover, the findings revealed that the error categories of pronoun, word order, passive and possessive were likely candidates of fossilization because, although for all the other error types implicit feedback could be beneficial, these showed resistance to correction and needed explicit feedback to be eliminated.
خلاصه ماشینی:
"This research study, in fact, investigated whether provision of corrective- feedback on errors that typically occurred in the written output of Iranian L2 learners across different proficiency levels could help them move past these areas of stability.
Table 4 Descriptive statistics plus repeated measures ANOVA and post-hoc scheffe test results for three proficiency levels in Stage Two No. of RM ANOVA Post-hoc Scheffe test Mean Mean Mean learners prior to after after Main Error type making Feedback Level any implicit explicit effects & P.
ANOVA results also indicated that proficiency level played a significant role for only five error categories (word form, conjunction, plural, word choice, and sentence structure), suggesting that for the rest of the errors, learners benefited from corrective-feedback to the same degree.
The results of analysis of the errors in the first drafts of essays written in Stage Two and Three showed that the six categories of word choice, plural, article "the", word form, preposition, and conjunction, albeit in different orders, were common across the proficiency levels.
The results showed that there was a significant difference between the performance of the experimental group and the control group in the immediate posttest but this effect was not long-lived, as demonstrated by the delayed post-test 12 weeks later, proving the resistance of word order errors to instructional feedback and Truscott (1996)’s contention that negative evidence cannot alter learners’ linguistic competence."