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