| Título: | Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms |
| Autores: |
Lyster, Roy Ranta, Leila |
| Fecha: |
1997 2008-06-17 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: |
article (journal) peer reviewed |
| Tema: |
Language Teaching Methods French as a Second Language Immersion Programs Language Teaching Methods Elementary Education Canada Feedback second-language classroom error correction sequence model audiorecorded classes 4th-grade French immersion classrooms |
| Descripción: | An analytic model comprising the various moves in error correction sequences in second-language classrooms is developed & applied to a database of classroom interaction with a view to relating teachers' corrective feedback with students' responses. The corpus was generated from audiorecordings of four fourth-grade French immersion classrooms (N unspecified) in the Montreal, Canada, area. Error correction sequences are described as consisting of a student error; the teacher's feedback, which may take the form of explicit correction, recast, clarification request, metalinguistic feedback, elicitation, or error repetition; the student's response, which may or may not still need repair; & (sometimes) reinforcement of a correct response by the teacher. An overwhelming tendency for teachers to use recasts as error correction was found, despite their ineffectiveness at eliciting student-generated repair. It was observed that students responded more successfully when the correct form was not supplied for them & there was negotiation of form, ie, with clarification requests, metalinguistics feedback, elicitation, or error repetition. |
| Idioma: | eng |
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