The study's objective was to determine empirically whether feedback can help learners learn abstract constraints on an overgeneral rule, not merely surface forms.¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 1993 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The researchers framed the study as an empirical test of whether feedback helps learners acquire the appropriate abstract constraints on an overgeneral rule. → Susanne Carroll and Merrill Swain 1993

Evidence¶

Susanne Carroll and Merrill Swain 1993¶

Susanne Carroll and Merrill Swain. (1993). Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition, Volume 15, Issue 3. https://doi.org/10.1017/S0272263100012158

q3 · i? · causal · r?

Statement of the study's research objective in the abstract of the peer-reviewed experiment. The authors aimed to test "whether feedback can help learners learn the appropriate abstract constraints on an overgeneral rule," targeting abstract generalizations rather than isolated item learning.

"Our objective was to determine empirically whether feedback can help learners learn the appropriate abstract constraints on an overgeneral rule."

Discussion¶

Related Claims¶

• A controlled experiment tested whether various types of negative feedback affect adult second-language learners' acquisition of abstract constraints on an overgeneralized rule (the English dative alternation). — possibly the same claim (merge candidate)
• Learner errors arise from interlingual transfer, intralingual overgeneralization, cultural interference, and communicative strategies — related
• Feedback that answers three questions (Where am I going? How am I doing? Where to next?) improves learning — a broader claim this one bears on