WRITTEN CORRECTIVE FEEDBACK: EFFECTS OF FOCUSED AND UNFOCUSED GRAMMAR CORRECTION ON THE CASE ACQUISITION IN L2 GERMAN

Abstract

Thirty-three students of fourth semester German at the University Kansas participated in the study which sought to investigate whether focused written corrective feedback (WCF) promoted the acquisition of the German case morphology over the course of a semester. Participants received teacher WCF on five two-draft essay assignments under three treatment conditions: Group (1) received focused WCF on German case errors; group (2) received unfocused WCF on a variety of German grammar errors; and group (3) did not receive WCF on specific grammar errors. Combining quantitative and qualitative analyses, the study found that the focused group improved significantly in the accuracy of case forms while the unfocused and the control group did not make any apparent progress. The results indicate that focused WCF was effective in improving case accuracy in subjects' writings in German as a foreign language (GFL) context. WCF did not negatively affect writing fluency or students' attitude toward writing.