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
Camouflaged Uptake Following Incidental Focus-on-Form Episodes
Zahra Gholami,Leila Gholami +1 more
- 15 Sep 2020
TL;DR: The authors investigated the frequency of preemptive and reactive incidental Fon-form instruction and the subsequent occurrence of uptake in an English as a foreign language context, and provided an in-depth qualitative analysis of these classes through field notes, learner notes, and video-recorded data to explore the instances of uptake moves that were not captured through audio recorded data.
Does Learners' Proficiency Level Affect Oral Corrective Feedback Preferences?
TL;DR: The authors examined the potential effect of students' level of proficiency in error correction literature on their preference for oral corrective feedback in an English-to-French (EFL) context, and found that learners' characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students' preferred type of oral correction feedback.
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TL;DR: The results suggest that the more explicit the CF, the more effective it would be in correcting language learners’ erroneous utterances regardless of the type of given grammatical structure.
The Impact of Feedback Types on Farsi Speaking EFL Learners’ Recognition and Production of Relative Clauses
TL;DR: The authors compared the impact of metalinguistic feedback, explicit feedback, and implicit feedback on the recognition and production of relative clauses in fifty-nine intermediate Persian-speaking English learners' performances.
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