This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group ( n = 24) and four experimental groups: oral recast ( n = 21) oral metalinguistic CF ( n = 18) written direct CF ( n = 16) and written metalinguistic CF ( n = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.

中文翻译：

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口头和书面纠正反馈对学习者显性知识和隐性知识的不同影响


本研究旨在通过研究口头和书面纠正反馈 (CF) 对获得简单现在时第三人称单数 -s 的具体影响，来解决我们对纠正反馈 (CF) 如何影响第二语言 (L2) 学习的理解上的差距。该研究考察了这些对显性知识和隐性知识的影响。该研究在秘鲁的五个中级成人英语作为第二语言的教室中进行（n = 101），采用前测-后测设计，其中一个对照组（n = 24）和四个实验组：口语重铸（n = 21）元语言 CF ( n = 18) 书面直接 CF ( n = 16) 和书面元语言 CF ( n = 22)。结果显示口头CF和书面CF没有显着差异；然而，根据所使用的测量类型和 CF 亚型观察到差异。这项研究的结果具有理论和教学意义，为第二语言写作研究和教学提供了宝贵的见解。