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Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads

Research output: Contribution to journalJournal article

<mark>Journal publication date</mark>03/2003
<mark>Journal</mark>Language Learning
Issue number1
Number of pages32
Pages (from-to)35-66
Publication statusPublished
Original languageEnglish


Given the documented benefits of participation in communicative interaction (e.g., Gass & varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task–based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker–nonnative speaker and nonnative speaker–native speaker, were analyzed to assess the effect of interlocutor on (1) amount of feedback, (2) opportunities for modified output, and (3) immediate incorporation of feedback. In all dyed types, at least 30% of errors resulted in feedback, much of which led to modified output. Analyses also revealed significant differences for amount, nature, and response to feedback according to dyad type.