Açık ve imalı yollu dönük düzeltmenin çoçukların yabancı dil gelişimleri üzerindeki etkileri

This study examines the differential effects of implicit and explicit corrective feedback (CF) during task-based interaction on language development of young learners of English as foreign language. The data are drawn from 75 learners of English at a public primary school in Kadıköy/Istanbul. A pretest, an immediate posttest and a delayed posttest quasi-experimental design was used in order to demonstrate the sustained or unsustained effects of both feedback types. The learners were divided into two treatment groups that received a different type of feedback, implicit and explicit, and a third group was used as the control group who did not receive any CF. Child learners interacted in dyads with the researcher and language development in terms of question forms was investigated. The results demonstrated that young foreign language learners who participated in interaction with CF showed a greater increase in production of developmentally more advanced structures than the learners who participated in interaction without provision of CF. Explicit CF group showed a greater increase than the implicit CF group in the immediate posttest. Hovewer, delayed posttest results revealed that explicit CF group could not sustain this increase. Implicit CF group, on the other hand, sustained their developmental level in the delayed posttest too. Control group did not show any developmental level increase in the immediate and delayed posttests. The study confirms the results of previous studies which supported the claims concerning a link between CF and language development. The study also contends that explicit CF during interaction facilitates language development of young foreign language learners in short term, but this increase is not sustained in a longer term.