Gurzynski-Weiss, L., & Revesz, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning, 62(S2), 851-879.
摘要:Tasks and interactional feedback have received much attention in instructed second language acquisition 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 nontasks; (2) during focused versus unfocused tasks; and (3) whether it occurs during pre-, during-, or posttask phases. The data set included transcripts of 23 videotaped lessons from 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. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, Language Teaching Methods, Second Language Instruction, Classroom Communication, Feedback