Journal ArticleDOI
Corrective feedback and learner uptake
Roy Lyster,Leila Ranta +1 more
TLDR
In this article, the authors present a study of corrective feedback and learner uptake in four immersion classrooms at the primary level and find an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair.Abstract:
This article presents a study of corrective feedback and learner uptake (i.e., responses to
feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of
classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons
were analyzed using a model developed for the study and comprising the various moves in an
error treatment sequence. Results include the frequency and distribution of the six different
feedback types used by the four teachers, in addition to the frequency and distribution of different
types of learner uptake following each feedback type. The findings indicate an overwhelming
tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting
student-generated repair. Four other feedback types—elicitation, metalinguistic feedback,
clarification requests, and repetition—lead to student-generated repair more successfully
and are thus able to initiate what the authors characterize as the negotiation of form.read more
Citations
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Journal ArticleDOI
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of l2 student writing
TL;DR: Findings are that both direct correction and simple underlining of errors are significantly superior to describing the type of error, even with underlining, for reducing long-term error.
Journal ArticleDOI
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar.
TL;DR: This article reported on a new study of the effects of implicit and explicit corrective feedback on the acquisition of past tense -ed, which was measured by means of an oral imitation test (designed to measure implicit knowledge) and both an untimed grammaticality judgment test and a metalinguistic knowledge test (both designed to measure explicit knowledge).
Journal ArticleDOI
Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings?
Alison Mackey,Jenefer Philp +1 more
TL;DR: The authors examined the effects of negotiated interaction on the production and development of question forms in English as a second language (ESL) and found that interaction with intensive recasts may be more beneficial than interaction alone in facilitating an increase in targeted higher level morphosyntactic forms.
Journal ArticleDOI
Introduction: Investigating Form‐Focused Instruction
TL;DR: The authors provide a historical sketch of form-focused instruction research, documenting the origins of this branch of second language acquisition, the research questions that have been addressed, and current trends, as well as various instructional options relating to each type.
Journal ArticleDOI
At the interface: dynamic interactions of explicit and implicit language knowledge
TL;DR: The authors reviewed various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning and found that implicit and explicit knowledge are dissociable but cooperative.
References
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Book
How to do things with words
TL;DR: In this paper, the authors presented a series of lectures with the following topics: Lecture I * Lecture II* Lecture III * Lectures IV* Lectures V * LectURE VI * LectURES VI * LII * LIII * LIV * LVI * LIX
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Principles and Practice in Second Language Acquisition
TL;DR: It is concluded that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
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The role of consciousness in second language learning
TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
Journal ArticleDOI
The preference for self-correction in the organization of repair in conversation
TL;DR: In this article, a distinction is drawn between self-correction and other-correction, i.e., correction by the speaker of that which is being corrected vs. correction by some "other".