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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/29522

    Title: Negative feedback incorporation among high-proficiency and low-proficiency Chinese-speaking learners of Spanish
    Other Titles: 高程度與低程度的中國學生學習西文的錯誤糾正之加入
    Authors: 林禹洪;Lin, Yue-hong;Hedgcock, John
    Contributors: 淡江大學西班牙語文學系
    Date: 1996-12-01
    Issue Date: 2010-01-07 11:27:16 (UTC+8)
    Publisher: Wiley-Blackwell
    Abstract: Recent investigations of metalinguistic input have focused on processes in which learners incorporate native speaker-generated feedback; evidence of the influence of metalinguistic feedback, however, remains inconclusive. This study, based on conversational data, analyzes the incorporation patterns of 4 well-educated but low-proficiency Chinese immigrants to Spain and 4 high-proficiency Chinese university students with extensive formal training in Spanish. Analyses revealed striking differences in the detection of ungrammatically and in negative feedback incorporation: Whereas the 4 university students evinced awareness of error and successfully incorporated native speakers' corrections, the 4 immigrants manifested little sensitivity to negative feedback, suggesting that their interlanguage systems were closed to further modification. Results indicate that the internalization of negative feedback may depend upon learners' metalingual receptivity.
    Relation: Language learning 46(4), pp.567-611
    DOI: 10.1111/j.1467-1770.1996.tb01353.x
    Appears in Collections:[Graduate Institute & Department of Spanish] Journal Article

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