Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
TL;DR: This paper investigated the relationship among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level, and found that the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors.
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Abstract: This article presents a study of the relationships among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level. The database is drawn from transcripts of audio-recordings of 13 French language arts lessons and 14 subject-matter lessons totaling 18.3 hours and including 921 error sequences. Wecoded the 921 learner errors initiating each sequence as grammatical, lexical, or phonological, or as unsolicited uses of L1 (English) and corrective feedback moves as negotiation of form (i.e., elicitation, metalinguistic clues, clarification requests, or repetition of error), recasts, or explicit correction. Findings indicate that lexical errors favoured the negotiation of form; grammatical and phonological errors invited recasts, but with differential effects in terms of learner repair. Overall, the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors, but not for phonological errors. Phonological repairs resulted primarily from recasts.
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Citations
Proposing a Theoretical and State-of-the-Art Didactic Model to Balance Oral Communication Fluency and Accuracy in English as a Foreign Language
Yaynel González Robaina,Yaynel González Robaina,Claudio Heraldo Díaz Larenas +2 more
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TL;DR: In this paper, a theory-based didactic model is proposed to address and overcome EFL teacher constraints in Chile (first year EFL pre-service teachers) regarding fluency and accuracy in oral communication development.
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TL;DR: This paper investigated the effects of more explicit versus more implicit corrective feedback on beginner Mandarin learners' perception and production of Mandarin tones, and found that learners in the more implicit feedback group had greater improvement in tone production compared to the more explicit feedback group (d =.75).
Corrective feedback preferences and learner repair among advanced ESL students
TL;DR: The findings of this study found that the most frequent type of corrective feedback was recasts, which generated 92.09% learner repair, and the student respondents most preferred to receive explicit and immediate corrections in the middle of their conversations and during teacher-student interactions.
Negotiation Moves and Recasts in Relation to Error Types and Learner Repair in the Foreign Language Classroom
TL;DR: This paper assessed the use of implicit negative feedback in the interactional context of adult beginning learners of Spanish working in dyads (NNS-NNS) in the foreign language (L2) classroom.
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