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Interactional context and feedback in child ESL classrooms

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Interactional context and feedback in child ESL classrooms. / Oliver, Rhonda; Mackey, Alison.
In: Modern Language Journal, Vol. 87, No. 4, 12.2003, p. 519-543.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Oliver, R & Mackey, A 2003, 'Interactional context and feedback in child ESL classrooms', Modern Language Journal, vol. 87, no. 4, pp. 519-543. https://doi.org/10.1111/1540-4781.00205

APA

Vancouver

Oliver R, Mackey A. Interactional context and feedback in child ESL classrooms. Modern Language Journal. 2003 Dec;87(4):519-543. doi: 10.1111/1540-4781.00205

Author

Oliver, Rhonda ; Mackey, Alison. / Interactional context and feedback in child ESL classrooms. In: Modern Language Journal. 2003 ; Vol. 87, No. 4. pp. 519-543.

Bibtex

@article{1cd11ea371144baea1a72a67f5f94b5f,
title = "Interactional context and feedback in child ESL classrooms",
abstract = "This article reports on an empirical investigation of the role of interactional context in exchanges between teachers and learners in ESL classrooms. The teacher–learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Results suggest that the context of the exchange affected both teachers' provision of feedback and learners' modifications to their original utterances following feedback. Teachers were most likely to provide feedback in exchanges that were focused on explicit language and content; learners were most likely to use feedback provided in explicit language-focused exchanges. Feedback was seldom used in content exchanges and never in management contexts. This study suggests that the importance of the interactional context should not be underestimated when discussing feedback in second language classroom settings.",
author = "Rhonda Oliver and Alison Mackey",
year = "2003",
month = dec,
doi = "10.1111/1540-4781.00205",
language = "English",
volume = "87",
pages = "519--543",
journal = "Modern Language Journal",
issn = "0026-7902",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Interactional context and feedback in child ESL classrooms

AU - Oliver, Rhonda

AU - Mackey, Alison

PY - 2003/12

Y1 - 2003/12

N2 - This article reports on an empirical investigation of the role of interactional context in exchanges between teachers and learners in ESL classrooms. The teacher–learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Results suggest that the context of the exchange affected both teachers' provision of feedback and learners' modifications to their original utterances following feedback. Teachers were most likely to provide feedback in exchanges that were focused on explicit language and content; learners were most likely to use feedback provided in explicit language-focused exchanges. Feedback was seldom used in content exchanges and never in management contexts. This study suggests that the importance of the interactional context should not be underestimated when discussing feedback in second language classroom settings.

AB - This article reports on an empirical investigation of the role of interactional context in exchanges between teachers and learners in ESL classrooms. The teacher–learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Results suggest that the context of the exchange affected both teachers' provision of feedback and learners' modifications to their original utterances following feedback. Teachers were most likely to provide feedback in exchanges that were focused on explicit language and content; learners were most likely to use feedback provided in explicit language-focused exchanges. Feedback was seldom used in content exchanges and never in management contexts. This study suggests that the importance of the interactional context should not be underestimated when discussing feedback in second language classroom settings.

U2 - 10.1111/1540-4781.00205

DO - 10.1111/1540-4781.00205

M3 - Journal article

VL - 87

SP - 519

EP - 543

JO - Modern Language Journal

JF - Modern Language Journal

SN - 0026-7902

IS - 4

ER -