Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms  

Oleh:

Lyster, Roy

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 48 no. 2 (Jun. 1998), page 183-218.
Fulltext: 48_02_Lyster.pdf (207.7KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/48 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article presents a study of the relationships among error types. And immediate learner repair in 4 French immersion classrooms at the elementary level. The data base 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. We coded the 921 learner errors initiating each sequences 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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