CORRECTIVE FEEDBACK AND ITS EFFECT ON GRAMMAR ACQUISITION
Keywords:
corrective feedback, second language acquisition, grammar acquisition, instructional scaffolding, immediate vs. delayed feedback, learner autonomy, ZPD, noticing hypothesis, EFL, pedagogy, cognitive engagement, recasts and promptsAbstract
Corrective feedback serves as a fundamental mechanism in the acquisition of second language grammar, acting as a bridge between learner output and linguistic accuracy. This article explores the efficacy of various feedback strategies, specifically focusing on the timing of interventions, the role of scaffolding, and the impact of cognitive engagement. By synthesizing longitudinal data on immediate and delayed feedback alongside studies of middle school learners and broader pedagogical frameworks, it becomes evident that while the presence of feedback is universally beneficial, its effectiveness is modulated by several factors. These include the complexity of the grammatical structure, the specific timing of the correction, and the level of learner autonomy. The findings suggest that strategic feedback not only assists in the immediate correction of errors but also fosters long-term retention, metacognitive awareness, and the development of underlying linguistic competence.
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