Interactional feedback and instructional counterbalance  

Oleh:

Lyster, Roy ; Mori, Hirohide

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Studies in Second Language Acquisition (sebagian Full Text & ada di PROQUEST Th.2001-) vol. 28 no. 2 (Jun. 2006), page 269-300.
Fulltext: out(29).pdf (262.62KB)

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Perpustakaan PKBB Nomor Panggil: 405/SSL/28 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision of. recasts over prompts and explicit correction, regardless of instructional setting, but distinctively varied student uptake and repair patterns in relation to feedback type, with the largest proportion of repair resulting from prompts in French immersion and from, recasts in Japanese immersion. Based on these findings and supported by an analysis of each instructional setting's overall communicative orientation, we introduce the counterbalance hypothesis, which states that instructional activities and interactional feedback that act as a counterbalance to a classroom's predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation.

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