This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

本文报道了一项研究，该研究探讨了即时和延迟纠正反馈 (CF) 对英语过去时习得的不同影响。145 名七年级 EFL 学习者被分配到四组：即刻 CF、延迟 CF、仅任务和控制。每个实验组进行了六项重点交际任务，三个治疗时段各两项，引出英语过去时的使用。即时 CF 组在第一次会话中收到了他们错误使用目标结构的反馈，延迟 CF 组在最后一次会话中收到了反馈，而仅任务组在没有收到任何反馈的情况下执行了交际任务。对照组只参加了成就测试。通过不定时的语法判断测试和引发模仿测试来测量反馈治疗的效果。检查固定和随机因素影响的混合效应分析表明，即时 CF 比延迟 CF 更有助于 L2 发展。结果表明，在语言错误在中间语中被程序化之前解决它们的重要性。