關於暗示性之訂正回饋對學習授受補助動詞所帶來的效果──重述及促進自我訂正之比較

The Effectiveness of Implicit Corrective Feedback toward the Acquisition of Benefactive Auxilliary Verbs -the Comparison between Recasts and Prompts-

本研究為針對62名台灣日語學習者進行實驗藉以探討暗示性訂正回饋對於學習者之授受補助動詞學習的影響。其成效分別針對學習者的言語理解跟言語運用兩層面，以誤用訂正測驗、看圖說話測驗、聽力測驗之3種方式，並分別進行前測、後測、2週後延宕後測予以衡量。研究結果發現：雖然暗示性訂正回饋的效果會因暗示性訂正回饋之種類，測量方法，測量時期而有所不同，但整體而言依然肯定暗示性訂正回饋之效果。此外，雖然並無發現暗示性訂正回饋之持續效果，但是看圖說話測驗的部份，促進自我訂正組比重述組高。由此可知，促進學習者自己訂正錯誤比重述更能促進學習者的授受補助動詞之學習。這可能是因為促進自我訂正較重述更能有效矯正助詞的誤用。

This research was concentrated on the effectiveness of implicit corrective feedback toward the acquisition of benefactive auxilliary verbs by investigating 62 Taiwan students of Japanese. The effectiveness was measured by error correction, oral task and listening comprehension test. A pretest, a posttest and a 2-weeks delayed posttest were administered. The results showed that, although the effectiveness of implicit corrective feedback was different according to types of corrective feedback, outcome measure and timing, the effectiveness of implicit corrective feedback was discovered overall. Moreover, although the effectiveness of implicit corrective feedback was not maintained, prompts generated more gains than recasts on the oral task. These findings suggest that prompts were more effective than recasts to the acquisition of benefactive auxilliary verbs. This might be due to that prompts were more effective than recasts when the errors were on the particles.