Rights statement: http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Studies in Second Language Acquisition, 22 (4), pp 471-497 2000, © 2000 Cambridge University Press.
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - How do learners perceive interactional feedback?
AU - Mackey, Alison
AU - Gass, Susan M.
AU - McDonough, Kim
N1 - http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Studies in Second Language Acquisition, 22 (4), pp 471-497 2000, © 2000 Cambridge University Press.
PY - 2000
Y1 - 2000
N2 - Theoretical claims about the benefits of conversational interaction have been made by Gass (1997), Long (1996), Pica (1994), and others. The Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that, during interaction, learners may receive feedback on their utterances. An interesting issue, which has challenged interactional research, concerns how learners perceive feedback and whether their perceptions affect their subsequent L2 development. The present research addresses the first of these issues–learners' perceptions about interactional feedback. The study, involving 10 learners of English as a second language and 7 learners of Italian as a foreign language, explores learners' perceptions about feedback provided to them through task-based dyadic interaction. Learners received feedback focused on a range of morphosyntactic, lexical, and phonological forms. After completing the tasks, learners watched videotapes of their previous interactions and were asked to introspect about their thoughts at the time the original interactions were in progress. The results showed that learners were relatively accurate in their perceptions about lexical, semantic, and phonological feedback. However, morphosyntactic feedback was generally not perceived as such. Furthermore, the nature as well as the content of the feedback may have affected learners' perceptions.
AB - Theoretical claims about the benefits of conversational interaction have been made by Gass (1997), Long (1996), Pica (1994), and others. The Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that, during interaction, learners may receive feedback on their utterances. An interesting issue, which has challenged interactional research, concerns how learners perceive feedback and whether their perceptions affect their subsequent L2 development. The present research addresses the first of these issues–learners' perceptions about interactional feedback. The study, involving 10 learners of English as a second language and 7 learners of Italian as a foreign language, explores learners' perceptions about feedback provided to them through task-based dyadic interaction. Learners received feedback focused on a range of morphosyntactic, lexical, and phonological forms. After completing the tasks, learners watched videotapes of their previous interactions and were asked to introspect about their thoughts at the time the original interactions were in progress. The results showed that learners were relatively accurate in their perceptions about lexical, semantic, and phonological feedback. However, morphosyntactic feedback was generally not perceived as such. Furthermore, the nature as well as the content of the feedback may have affected learners' perceptions.
U2 - 10.1017/S0272263100004010
DO - 10.1017/S0272263100004010
M3 - Journal article
VL - 22
SP - 471
EP - 497
JO - Studies in Second Language Acquisition
JF - Studies in Second Language Acquisition
SN - 0272-2631
IS - 4
ER -