Date of Award

1-1-2016

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Languages, Literatures and Cultures

Program

Spanish

Content Description

1 online resource (iii, 173 pages) : illustrations (some color)

Dissertation/Thesis Chair

Maurice Westmoreland

Committee Members

Maurice Westmoreland, Lotfi Sayahi, Julio Torres

Keywords

Corrective Feedback, Elicitations, Face-to-Face, Prompts, Second Language Acquisition, Telecollboration, Spanish language, Second language acquisition, Adult students, Prompting (Education)

Subject Categories

Language and Literacy Education | Linguistics | Reading and Language

Abstract

In the field of Second Language Acquisition (SLA) there has been a demand for further research to look into how corrective feedback (CF) can aid adult second language (L2) learners’ language performance and development. More specifically, to what degree elicitations with prompts (i.e., a form of explicit correct feedback) can affect the modified output of adult learners of Spanish during task performance. Additionally, how face-to-face and telecollaboration environments might play a role in learner’s modified output. Therefore, this dissertation study examines the effects of elicitations with prompts by measuring learners’ modified output in producing the Spanish past tense – the preterit vs imperfect in two different learning environments.

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