Presentation 2013-12-14
The Effects of Corrective Feedback on Noticing for Japanese Learners of English in Second Language Writing
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Abstract(in Japanese) (See Japanese page)
Abstract(in English) In this study, picture-description task was conducted to investigate how Japanese EFL learners notice the problems in their texts, and modify them in subsequent writing by allocating participants into condition with and without speech production of Corrective Feedback (CF). Participants produced contents of sample after the first writing, and then wrote the modified text. The results showed that 28 % of problematic features with speech production were resolved, and 55 % of problematic features without speech production were resolved in modified texts by using sample texts. In both conditions, many modifications for vocabulary and grammar item were observed and modifications for contents, and overall organization followed. With speech production, modifications in word and phrase level were observed when modifications in sentence level were observed without speech production. It suggests that modifications of problematic feature in both conditions are qualitatively different. This indicates that use of Corrective Feedback in L2 writing has a role to promote noticing for Japanese EFL learners.
Keyword(in Japanese) (See Japanese page)
Keyword(in English) noticing / Corrective Feedback / speech production / picture-description task
Paper # TL2013-55
Date of Issue

Conference Information
Committee TL
Conference Date 2013/12/7(1days)
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Place (in English)
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Paper Information
Registration To Thought and Language (TL)
Language JPN
Title (in Japanese) (See Japanese page)
Sub Title (in Japanese) (See Japanese page)
Title (in English) The Effects of Corrective Feedback on Noticing for Japanese Learners of English in Second Language Writing
Sub Title (in English)
Keyword(1) noticing
Keyword(2) Corrective Feedback
Keyword(3) speech production
Keyword(4) picture-description task
1st Author's Name Mayu HAMADA
1st Author's Affiliation Graduate School of Intercultural Studies, Kobe University()
2nd Author's Name Hirokazu YOKOKAWA
2nd Author's Affiliation School of Languages and Communication, Kobe University
Date 2013-12-14
Paper # TL2013-55
Volume (vol) vol.113
Number (no) 354
Page pp.pp.-
#Pages 6
Date of Issue