Contribución del feedback correctivo escrito indirecto en el aprendizaje del morfema -s de verbos en inglés en tercera persona singular, en estudiantes de enseñanza básica

• Autores: Carolina Muñoz
• Localización: Literatura y lingüística, ISSN 0717-621X, ISSN-e 0716-5811, Nº. 35, 2017, págs. 273-294
• Idioma: español
• DOI: 10.4067/S0716-58112017000100273
• Títulos paralelos:
  • The contribution of indirect written corrective feedback in the learning of the morpheme -s of english verbs in third person singular, in primary school learners
• Enlaces
  • Texto completo
• Resumen
  • español

    Resumen Este artículo informa los resultados de una investigación acerca de la efectividad del feedback correctivo escrito indirecto en el tratamiento del morfema -s de verbos en inglés en tercera persona singular, en estudiantes de cuarto año básico que estudian inglés como lengua extranjera. Los hallazgos revelan que aun cuando los participantes poseían un nivel elemental en la lengua y la enseñanza de esta se circunscribía a la sala de clases, aumentaron significativamente el uso preciso de la forma objeto de estudio. Esto sugiere que el feedback correctivo escrito indirecto promueve el aprendizaje de la estructura estudiada.

  • English

    Abstract This article reports the results of a study on the effectiveness of indirect written corrective feedback in the treatment of the morpheme-s of English verbs in third person singular, among fourth-grade primary learners that study English as a foreign language. The findings show that even when the participants’ competence in the target language was elemental and language teaching was confined to classroom setting, students significantly increased accurate use of the form under study. This suggests that indirect written corrective feedback promotes the learning of the studied structure.

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