Yue-Hong Lin, Department of Spanish; John Hedgcock, Graduate School of Language & Educational Linguistics.
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish
Version of Record online: 27 OCT 2006
© 1996 Language Learning Research Club, University of Michigan
Volume 46, Issue 4, pages 567–611, December 1996
How to Cite
Lin, Y.-H. and Hedgcock, J. (1996), Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish. Language Learning, 46: 567–611. doi: 10.1111/j.1467-1770.1996.tb01353.x
A preliminary version of this paper was presented on 7 October 1994 at the Second Language Research Forum, Concordia and McGill Universities, Montréal, Québec. We offer sincere thanks to Leo van Lier for early and insightful reactions to this paper and to Miguel Llobera for his encouragement.
- Issue online: 27 OCT 2006
- Version of Record online: 27 OCT 2006
- Revised version accepted 21 June 1996
Recent investigations of metalinguistic input have focused on processes in which learners incorporate native speaker-generated feedback; evidence of the influence of metalinguistic feedback, however, remains inconclusive. This study, based on conversational data, analyzes the incorporation patterns of 4 well-educated but low-proficiency Chinese immigrants to Spain and 4 high-proficiency Chinese university students with extensive formal training in Spanish. Analyses revealed striking differences in the detection of ungrammatically and in negative feedback incorporation: Whereas the 4 university students evinced awareness of error and successfully incorporated native speakers' corrections, the 4 immigrants manifested little sensitivity to negative feedback, suggesting that their interlanguage systems were closed to further modification. Results indicate that the internalization of negative feedback may depend upon learners' metalingual receptivity.