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Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction

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Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. / Gurzynski-Weiss, Laura; Revesz, Andrea.
In: Language Learning, Vol. 62, No. 3, 2012, p. 851-879.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Gurzynski-Weiss, L & Revesz, A 2012, 'Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction', Language Learning, vol. 62, no. 3, pp. 851-879. https://doi.org/10.1111/j.1467-9922.2012.00716.x

APA

Gurzynski-Weiss, L., & Revesz, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning, 62(3), 851-879. https://doi.org/10.1111/j.1467-9922.2012.00716.x

Vancouver

Gurzynski-Weiss L, Revesz A. Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning. 2012;62(3):851-879. doi: 10.1111/j.1467-9922.2012.00716.x

Author

Gurzynski-Weiss, Laura ; Revesz, Andrea. / Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. In: Language Learning. 2012 ; Vol. 62, No. 3. pp. 851-879.

Bibtex

@article{0835b9e0af044119aa7ccd6d8c9904d9,
title = "Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction",
abstract = "Tasks and interactional feedback have received much attention in instructed SLA research in recent years. However, little research exists that has investigated feedback and task factors together during naturally occurring teacher-student interaction in classroom settings. To bridge this gap, the current study explored the amount, type, and immediate use of teacher feedback during naturally occurring classroom interaction depending on: (1) whether feedback is provided during tasks versus non-tasks, (2) during focused versus unfocused tasks and (3) whether it occurs during pre-, during-, or post-task phases. The dataset included transcripts of 23 videotaped lessons of nine university-level intermediate Spanish foreign language classrooms. Our analyses revealed that task factors affected the amount and type of teacher feedback as well as the number of opportunities for and incidence of learner modified output. Our findings suggest the value of taking task-related variables into account in classroom feedback research and with respect to teacher feedback decisions.",
keywords = "Second language instruction, corrective feedback, second language acquisition, classroom interaction, task, task type",
author = "Laura Gurzynski-Weiss and Andrea Revesz",
year = "2012",
doi = "10.1111/j.1467-9922.2012.00716.x",
language = "English",
volume = "62",
pages = "851--879",
journal = "Language Learning",
issn = "0023-8333",
publisher = "Wiley",
number = "3",

}

RIS

TY - JOUR

T1 - Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction

AU - Gurzynski-Weiss, Laura

AU - Revesz, Andrea

PY - 2012

Y1 - 2012

N2 - Tasks and interactional feedback have received much attention in instructed SLA research in recent years. However, little research exists that has investigated feedback and task factors together during naturally occurring teacher-student interaction in classroom settings. To bridge this gap, the current study explored the amount, type, and immediate use of teacher feedback during naturally occurring classroom interaction depending on: (1) whether feedback is provided during tasks versus non-tasks, (2) during focused versus unfocused tasks and (3) whether it occurs during pre-, during-, or post-task phases. The dataset included transcripts of 23 videotaped lessons of nine university-level intermediate Spanish foreign language classrooms. Our analyses revealed that task factors affected the amount and type of teacher feedback as well as the number of opportunities for and incidence of learner modified output. Our findings suggest the value of taking task-related variables into account in classroom feedback research and with respect to teacher feedback decisions.

AB - Tasks and interactional feedback have received much attention in instructed SLA research in recent years. However, little research exists that has investigated feedback and task factors together during naturally occurring teacher-student interaction in classroom settings. To bridge this gap, the current study explored the amount, type, and immediate use of teacher feedback during naturally occurring classroom interaction depending on: (1) whether feedback is provided during tasks versus non-tasks, (2) during focused versus unfocused tasks and (3) whether it occurs during pre-, during-, or post-task phases. The dataset included transcripts of 23 videotaped lessons of nine university-level intermediate Spanish foreign language classrooms. Our analyses revealed that task factors affected the amount and type of teacher feedback as well as the number of opportunities for and incidence of learner modified output. Our findings suggest the value of taking task-related variables into account in classroom feedback research and with respect to teacher feedback decisions.

KW - Second language instruction

KW - corrective feedback

KW - second language acquisition

KW - classroom interaction

KW - task

KW - task type

U2 - 10.1111/j.1467-9922.2012.00716.x

DO - 10.1111/j.1467-9922.2012.00716.x

M3 - Journal article

VL - 62

SP - 851

EP - 879

JO - Language Learning

JF - Language Learning

SN - 0023-8333

IS - 3

ER -