چكيده به لاتين
Corrective feedback has been a matter of controversy over the past decades. Some researchers have claimed that providing negative evidence can be detrimental to the learning and might stop the learners from acquiring the language (Terrell, 1983). However, a number of researchers have argued that providing negative evidence can be as effective as positive evidence and learners can greatly benefit from attending to the forms of the language and noticing their erroneous utterances (Schmidt, 1990). The purpose of this study was to investigate the impact of two types of corrective feedback, didactic recast and elicitation, on grammar learning of introvert and extrovert learners. To this end, 74 undergraduate students studying at the Iran University of Science and Technology were chosen. The translated version of Eysenck Personality Questionnaire (EPQ) was administered to participants to identify introvert and extrovert learners. They were assigned to four groups: two introverts (N=19) and two extroverts (N=18). Further, the first introvert group received recast feedback, whereas the second introvert group received elicitation feedback. Likewise, the first extrovert group received recast feedback while the second extrovert group received elicitation feedback. A pretest and a posttest of grammar were other instruments in this study. The results of the study revealed that corrective feedback had a significant impact on the grammar learning of all four groups. The results also showed that introverts benefited more from elicitation feedback, while extroverts took more advantage from the recast feedback. One important implication of this study is to give the prospective teachers some information about the corrective feedback techniques which are more beneficial regarding the personality of the learners. In this case, teachers can supply their introverted learners with prompt like elicitation, and extroverted learners with recast.
