Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Interactional feedback and children's L2 development
AU - Mackey, Alison
AU - Oliver, Rhonda
PY - 2002/12
Y1 - 2002/12
N2 - The relationship between interactional feedback and second language learning has been the focus of much recent research. Studies have examined the type and effectiveness of interactional feedback in a range of different settings and contexts. However, most of the existing research has focused on adults, despite the fact that there is general agreement that age plays an important role in second language learning outcomes. In the current study, we explored the effects of interactional feedback on children’s L2 development in a pretest/posttest design. Twenty-two child ESL learners carried out communicative tasks that provided contexts for targeted forms and interactional feedback to occur. The children interacted in dyads with adult native speakers. During a 3-day treatment period, the experimental group (n=11) received interactional feedback in response to their non-targetlike production of question forms, while the control group (n=11) interacted, but did not receive feedback. Results showed that the experimental group improved more than the control group in terms of question formation. This study that children developed following interactional feedback just as adults have been shown to. Interestingly, the children’s interlanguage seemed to be impacted by feedback relatively quickly, while similar studies with adults have demonstrated more delayed effects.
AB - The relationship between interactional feedback and second language learning has been the focus of much recent research. Studies have examined the type and effectiveness of interactional feedback in a range of different settings and contexts. However, most of the existing research has focused on adults, despite the fact that there is general agreement that age plays an important role in second language learning outcomes. In the current study, we explored the effects of interactional feedback on children’s L2 development in a pretest/posttest design. Twenty-two child ESL learners carried out communicative tasks that provided contexts for targeted forms and interactional feedback to occur. The children interacted in dyads with adult native speakers. During a 3-day treatment period, the experimental group (n=11) received interactional feedback in response to their non-targetlike production of question forms, while the control group (n=11) interacted, but did not receive feedback. Results showed that the experimental group improved more than the control group in terms of question formation. This study that children developed following interactional feedback just as adults have been shown to. Interestingly, the children’s interlanguage seemed to be impacted by feedback relatively quickly, while similar studies with adults have demonstrated more delayed effects.
KW - Second language acquisition
KW - Second language learning
KW - Second language instruction
KW - Feedback
KW - Children
KW - Interlanguage
KW - Age effects
KW - Interaction-learning
KW - Interaction-based learning
KW - Input hypothesis
U2 - 10.1016/S0346-251X(02)00049-0
DO - 10.1016/S0346-251X(02)00049-0
M3 - Journal article
VL - 30
SP - 459
EP - 477
JO - System
JF - System
SN - 0346-251X
IS - 4
ER -