The study aims to investigate and compare the effects of different types of corrective feedback from the perspectives of cognitive interaction theory and sociocultural theory on second language learners’ acquisition of complex Chinese sentence patterns. The research employs a “pretest—treatment—immediate post-test—delayed post-test” design to compare the effects of two types of corrective feedback (recast and scaffolded feedback) on elementary Chinese second language learners’ acquisition of sentence “Ba”. The results show that compared to recast, scaffolded feedback has a more significant positive effect on learners’ acquisition of sentence “Ba”, indicating that scaffolded feedback helps to stimulate learners to modify and restructure their existing second language knowledge, which is more conducive to the acquisition of complex Chinese sentence patterns in second language learning.

Yutong Zhang. The Impact of Recast and Scaffolded Feedback on Elementary Chinese Learners’ Acquisition of Sentence “Ba”. Frontiers in Educational Research (2024) Vol. 7, Issue 9: 84-90. https://doi.org/10.25236/FER.2024.070914.

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