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Cognitive Individual Differences in Second Language Processing and Acquisition
Edited by Gisela Granena, Daniel O. Jackson and Yucel Yilmaz
[Bilingual Processing and Acquisition 3] 2016
► pp. 303–326

The interaction between feedback exposure condition and phonetic coding ability

This chapter reports on an empirical study that investigated feedback-cognitive ability interactions in three oral negative feedback exposure conditions. In the first condition, learners (i.e. receivers) received feedback on their own errors. In the second condition, learners (i.e. nonreceivers) did not receive feedback on their own errors, but they were allowed to hear the feedback that was provided to the receivers. In the control condition, learners were not exposed to feedback. The cognitive ability investigated was a sub-component of Carroll’s (1962) aptitude model, phonetic coding ability (PCA), or the capacity to recognize and remember previously encountered phonetic material. Results revealed that PCA played a role only in the receivers’ immediate posttest performance, suggesting that the receivers and the nonreceivers might have processed the feedback differently and that higher PCA ability may increase the benefits of receiving feedback directly on one’s own errors but have no effect on feedback that one is merely exposed to.

Article outline
  • 1.Introduction
    • 1.1Negative feedback and exposure condition
    • 1.2Phonetic coding ability
    • 1.3Present study
  • 2.Method
    • 2.1Participants
    • 2.2Target structures
    • 2.3Instruments
      • 2.3.1Word learning stage
      • 2.3.2Treatment tasks
      • 2.3.3Posttest measures
      • 2.3.4Feedback treatment
      • 2.3.5Procedures
      • 2.3.6Scoring and analysis
  • 3.Results
  • 4.Discussion
  • 5.Conclusion
  • Note
  • References
Published online: 23 December 2016
DOI logo
https://doi.org/10.1075/bpa.3.14yil
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