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Negotiation of Form, Recasts, and Explicit Correction in relation to error types and learner repair in immersion classrooms
, 2001
"... This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion class-rooms at the elem ..."
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Cited by 93 (3 self)
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This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion class-rooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were coded as grammatical, lexical, or phonological, or as unso-licited uses of L1. Corrective feedback moves were coded as explicit correction, recast, or negotiation of form (i.e., elicitation, metalinguistic clues, clarification requests, or repetition of error).
Patterns of corrective feedback and uptake in an adult ESL classroom
- TESOL Quarterly
, 2002
"... This article begins by synthesizing ndings from observational class-room research on corrective feedback and then presents an observa-tional study of patterns of error treatment in an adult ESL classroom. The study examines the range and types of feedback used by the teacher and their relationship ..."
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Cited by 54 (0 self)
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This article begins by synthesizing ndings from observational class-room research on corrective feedback and then presents an observa-tional study of patterns of error treatment in an adult ESL classroom. The study examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. The database consists of 10 hours of transcribed interaction, comprising 1,716 student turns and 1,641 teacher turns, coded in accordance with the categories identi ed in Lyster and Ranta’s (1997) model of corrective discourse. The results reveal a clear preference for implicit types of reformulative feedback, namely, recasts and transla-tion, leaving little opportunity for other feedback types that encourage learner-generated repair. Consequently, rates of learner uptake and immediate repair of error are low in this classroom. These results are discussed in relation to the hypothesis that L2 learners may bene t more from retrieval and production processes than from only hearing target forms in the input. Corrective feedback has recently gained prominence in studies of ESLand other L2 education contexts, as a number of researchers have looked speci cally into its nature and role in L2 teaching and learning
Emergentism, connectionism and language learning
- Language Learning
, 1998
"... This review summarizes a range of theoretical ap-proaches to language acquisition. It argues that language representations emerge from interactions at all levels from brain to society. Simple learning mechanisms, operating in and across the human systems for perception,motor-action and cognition as ..."
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Cited by 41 (8 self)
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This review summarizes a range of theoretical ap-proaches to language acquisition. It argues that language representations emerge from interactions at all levels from brain to society. Simple learning mechanisms, operating in and across the human systems for perception,motor-action and cognition as they are exposed to language data as part of a social environment, suffice to drive the emergence of complex language representations. Connectionism pro-vides a set of computational tools for exploring the condi-tions under which emergent properties arise. I present various simulations of emergence of linguistic regularity for illustration. If it be asked: What is it you claim to be emergent?—the brief reply is Some new kind of relation.Consider the atom, the molecule, the thing (e.g., a crystal), the organism, the person. At each ascending step there is a new entity in virtue of some new kind of relation, or set of relations, within it... It may still be asked in what distinctive sense the relations are new. The reply is that their specific nature could not be predicted before they appear in the evidence, or prior to their occurrence. (Lloyd Morgan, 1925, pp. 64–65)
Negotiation of meaning and codeswitching in online tandems. Language Learning
- Technology
, 2003
"... This paper analyses negotiation of meaning and codeswitching in discourse between 29 language students from classes at a German and a North American university, who teamed up with their peers to collaborate on projects whose results they had to present to the other groups in the MOO during the final ..."
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Cited by 25 (0 self)
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This paper analyses negotiation of meaning and codeswitching in discourse between 29 language students from classes at a German and a North American university, who teamed up with their peers to collaborate on projects whose results they had to present to the other groups in the MOO during the final weeks of the project. From October to December 1998, these learners, who formed a total of eight groups, met twice a week for 75 minutes in MOOssiggang MOO, a textbased environment that can be compared to chatrooms, but which also differs from these in several important respects. The prime objective of the study was to give those students who participated in the online exchanges a chance to meet with native speakers of their target language in real time and to investigate if the concept of tandem learning as promoted by initiatives like the International Tandem Network could be successfully transferred from e-mail-based discourse to a format in which the learners could interact with each other in real time over a computer network. An analysis of electronic transcripts from eight successive meetings between the teams suggests that online tandem does indeed work even if the learners have to respond more quickly to each other than if they had communicated with their partners via electronic mail. Yet a comparison of the data (184,000 running words) with findings from research on the negotiation of meaning in face-to-face discourse also revealed that there was a marked difference between conversational repair in spoken interactions and in the MOO-based exchanges. This paper discusses potential reasons for these differences, investigates the learners ' exploitation of the bilingual format of their exchange, and thereby attempts to demonstrate how online tandems can contribute to successful second language acquisition (SLA) and the development of learners ' metalinguistic abilities.
Reexamining the role of recasts in native-speaker/nonnative-speaker interactions
- Language Learning
, 2002
"... This study examines the occurrence and use of recasts in adult native-speaker/nonnative-speaker interactions in a nonclassroom setting. The study focuses on native-speaker recasts in three types of negotiations: one-signal negotiated interactions, extended negotiated interactions (Pica, 1988), and n ..."
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Cited by 16 (0 self)
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This study examines the occurrence and use of recasts in adult native-speaker/nonnative-speaker interactions in a nonclassroom setting. The study focuses on native-speaker recasts in three types of negotiations: one-signal negotiated interactions, extended negotiated interactions (Pica, 1988), and nonnegotiated interactions, and on re-casts in response to nonnative speaker levels of grammati-cality (single vs. multiple errors) resulting from four conversation tasks. The results show that recasts occur in different patterns than those reported in earlier research, but that these recasts are nevertheless used at rates con-sistent with previous research. These findings raise ques-tions concerning current criteria for determining the Susan M. Braidi, Department of Foreign Languages. I would like to thank the following people who have helped in the prepa-ration of this paper: Jennifer Thomas for help with data coding, James Dybdahl for data transcription, Pam Erramuzpe for research assistance, Dan Chilko and Magdalena Niewiadomska-Bugaj for their assistance with the statistical analysis, Frank W Medley, Jr., for comments on previous drafts, and the students for their participation in the study. This research was funded
Computer-mediated corrective feedback and the development of second language grammar. Language Learning
- Technology
, 2009
"... This paper reports on a study that investigated the impact of two types of computer-mediated corrective feedback on the development of adult learners ’ L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learner with ..."
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Cited by 14 (0 self)
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This paper reports on a study that investigated the impact of two types of computer-mediated corrective feedback on the development of adult learners ’ L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learner with metalinguistic information about the nature of the error. High intermediate and advanced adult learners of English (n=23) from an intact class at a Swedish university were randomly assigned to one of three conditions (two feedback conditions and one control) and were randomly paired with English native speakers. During task-based interaction via text-chat, the learners received focused corrective feedback on omission of the zero article with abstract noncount nouns (e.g., employment, global warming, culture). Computer-delivered pretests, posttests and delayed posttests of knowledge (acceptability judgments) measured learning outcomes. Results showed no significant advantage for either feedback type on immediate or sustained gains in target form knowledge, although the metalinguistic group showed significant immediate gains relative to the control condition.
Child-to-child interaction and corrective feedback in a comuter mediated L2 class
- Language Learning & Technology
, 2005
"... The current study examined the provision of corrective feedback and learner repair following feedback in the interactional context of child-to-child conversations, particularly computer mediated, in an elementary Spanish immersion class. The relationship among error types, feedback types, and immedi ..."
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Cited by 14 (0 self)
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The current study examined the provision of corrective feedback and learner repair following feedback in the interactional context of child-to-child conversations, particularly computer mediated, in an elementary Spanish immersion class. The relationship among error types, feedback types, and immediate learner repair were also examined. A total of 46, fifth-grade children participated in the study. Using Blackboard, the instructor randomly paired students and created a "virtual group " for each pair. Each pair was asked to interact and complete a jigsaw task in the "virtual classroom. " Blackboard recorded the pairs ' interactions, which were later printed and coded for types of error (syntactic/lexical), types of negative feedback (explicit/recasts/negotiation) and immediate learner repairs. Findings indicate that learners did not provide explicit negative feedback. Learners provided implicit negative feedback (recasts and negotiation) while completing the jigsaw task in the virtual classroom. The majority of lexical errors and syntactic errors were corrected using negotiation. Over half of feedback moves led to immediate repair. Negotiation moves proved more effective at leading to immediate repair of errors than did recasts.
Learner awareness of recasts in classroom interaction: A case study of an adult EFL student's second language learning
- Language Awareness
, 2002
"... This case study is about an adult Japanese learner’s second language learning through her teacher’s recasts in an EFL classroom in Japan. We first examined by videotaping the class how recasts were provided in the theme-based EFL classroom. Then we investigated the relationship between the student’s ..."
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Cited by 13 (0 self)
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This case study is about an adult Japanese learner’s second language learning through her teacher’s recasts in an EFL classroom in Japan. We first examined by videotaping the class how recasts were provided in the theme-based EFL classroom. Then we investigated the relationship between the student’s awarenessof recast feedback and her L2 learning. Stimulated recallinterviews were used to elicitthe student’s awarenessof the feedback, and grammaticality judgement tests of the actual sentences uttered by the teacher and students in the classroom were used for measuring learning. The findings suggest that recasting is a complex verbal behaviour influenced by the teaching environment, the interaction context, and the learner’s cognitive orientation. The effect of recasts is influenced not only by the linguistic elements (e.g. grammatical vs lexical) of the feedback,but also by paralinguisticelements and the learner’s autonomous utilisation of the learning opportunities provided by the feedback.
Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms
- Studies in Second Language Acquisition
, 2010
"... Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chi-nese learners ’ use of regular and irregular English past tense. Three classes were randomly as ..."
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Cited by 9 (0 self)
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Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chi-nese learners ’ use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a control group and then participated in form-focused production This study was funded by a doctoral fellowship from the Fonds Québécois pour la Recher-che sur la Société et la Culture (120263) and a McGill internal fellowship for dissertation
The viability of computer mediated communication in the Korean secondary EFL classroom
- Asian EFL Journal
, 2003
"... Melbourne Australia. Ms. Cheon has worked for Korean secondary schools as an EFL teacher and now seeks to further her work in this field of classroom CMC through doctoral studies. Korean secondary EFL classrooms have suffered severely from limited opportunities for authentic language interaction, wh ..."
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Cited by 8 (0 self)
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Melbourne Australia. Ms. Cheon has worked for Korean secondary schools as an EFL teacher and now seeks to further her work in this field of classroom CMC through doctoral studies. Korean secondary EFL classrooms have suffered severely from limited opportunities for authentic language interaction, which Integrationists claim is necessary for language acquisition. The literature and previous research suggest that Computer Mediated Communication (CMC) can provide many of the alleged benefits ascribed to the Interaction Hypothesis. This study focuses on the viability of CMC in the Korean secondary EFL classroom and examines how CMC can provide Korean learners with increased opportunities to engage in meaningful negotiations in English. Twenty pre-intermediate EFL students participated in eight rounds of CMC, which asked them to chat in pairs using a synchronous chat program MS Chat 3.0 and to solve a series of tasks that required cooperation with their assigned partner. They were also provided with a questionnaire post survey, which gathered perceived advantages and disadvantages of synchronous CMC using MS Chat 3.0. Jigsaw and information gap tasks were used to collect the data. All written transactions from 10 dyads were recorded and printed out. The results show that Korean learners do engage in appropriate meaning negotiation for their foreign language development through task based synchronous CMC. The results also provide further confirmation for Pica et al.'s findings related to task types. Information gap tasks appeared as productive in stimulating negotiations of meaning as jigsaw tasks, and picture-drawing tasks offered a significantly higher occurrence of negotiations than other tasks. The findings demonstrate that task based synchronous CMC can provide Korean learners with more opportunities to engage in meaning negotiation in the target language, and illustrate that pictures can play a significant role in promoting file:///C|/website/march03.sub2.htm (1 of 33) [4/18/2003 7:08:27 AM]
