| This dissertation investigates the relation of negative feedback to successful L2 learning. A review of the literature reveals that the majority of research on negative feedback, or error correction, does not address this question directly. Researchers' attention has centered around teachers' reactions to learners' errors and the effectiveness of the various types of negative feedback that teachers provide. They have also treated negative feedback in a homogeneous way, and have been primarily concerned with the output of aggregates of learners.;This study proposes to study the role of negative feedback from the learner's perspective, taking account of his/her abilities and participation in the correction transaction, which is viewed as joint activity where both the learner and the teacher are actively involved. Focus is placed on the interactive process of error correction and the ongoing process of interlanguage development.;Vygotskyan psycholinguistic theory is used as a framework, and the notion of the Zone of Proximal Development is utilized in providing negative feedback to the experimental group. Three groups, each consisting of three learners, received error correction in one of three procedures for a period of six weeks. The experimental group received error correction in accordance with the notion of ZPD, and the other two groups received either "explicit" or "implicit" error correction.;Qualitative analysis of the data, which comprised written compositions and taped correction sessions suggests that negative feedback is beneficial for the development of L2 learners' interlanguage and the elimination of their grammatical errors. Additionally, errors are found to represent variable competence for learners. This finding is discussed in light of common practices to establish uniformity among groups of learners, and to treat their errors in a homogeneous way. Moreover, the study demonstrates the joint nature of the correction activity and the extent of learners' active involvement in the appropriation of negative feedback. It is also demonstrated that effective help is that which is sensitive to learners' abilities and responsive to their needs. It is argued that effectiveness of negative feedback strategies is related to learners' ZPDs. |
