Abstract
This laboratory-based study of second- and third-year American university students learning French examines the effectiveness of implicit and explicit corrective feedback on noun–adjective agreement errors. The treatment consisted of one hour of interactive tasks. Implicit feedback was operationalized as a single recast with interrogative intonation; explicit feedback was operationalized as a single repetition of the incorrect utterance with interrogative intonation, followed by a single recast with declarative intonation. Testing instruments were administered on three occasions. They comprised a spontaneous production test, an elicited imitation test, and an untimed written grammaticality judgement test. Results showed no significant differences for type of feedback but significant effects for oral interaction.
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