BibTeX
@MISC{Lorincz_l2learner,
author = {Kristen Lorincz and Kristen Lorincz},
title = {L2 LEARNER PERCEPTIONS OF INTERACTIONAL FEEDBACK},
year = {}
}
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Abstract
The production of comprehensible output is an integral component of learning a second language (Swain, 1985). To facilitate the development of communicative competence, teachers often provide oral corrective feedback to their students during interaction. In theory, this enables second language (L2) learners to recognize the manner in which their output either aligns or deviates from target norms (Long, 1996; Gass, 2008). Previous research on interactional feedback has largely focused on the comparative efficacy of various types of interactional feedback, namely prompts and recasts. The aim of this study, which is an expanded replication of a study conducted by Mackey, Gass and McDonough (2000), was to investigate learner perceptions of interactional feedback and its intended targets. Eight ESL students participated in a dyadic task with a teacher, during which they were provided feedback in response to a variety of errors. Subsequently, the students and teacher both completed stimulated recall interviews as a means of introspecting about their thoughts during each of the feedback episodes. The results revealed that although the interactional feedback was generally salient to
Keyphrases
interactional feedback l2 learner perception interactional feedback second language comprehensible output oral corrective feedback target norm dyadic task intended target integral component comparative efficacy expanded replication eight esl student previous research learner perception communicative competence various type recall interview
