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

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>2012
<mark>Journal</mark>Language Learning
Issue number3
Number of pages29
Pages (from-to)851-879
Publication StatusPublished
<mark>Original language</mark>English


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.