Elicitation and Reformulation and Their Relationship with Learner Repair in Dyadic Interaction.
Elicitation and Reformulation and Their Relationship with Learner Repair in Dyadic Interaction.
复制标题
启发和重构及其与二元互动中学习者修复的关系。
DOI：
--
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Hossein Nassaji
中科院分区：
文献类型：
--
作者：
Hossein Nassaji
本研究探讨了两种主要类型的干扰反馈（启发式和重构）在二元互动中的有用性。重点是不同的方式，每种反馈类型提供和他们的关系与学习者修复。参与者是42名中级英语作为第二语言的成人学习者和两名母语英语教师，他们进行了二元任务型互动。六种不同的重构亚型和五种不同的启发亚型，不同的反馈显着性，以及他们推动学习者对反馈作出反应的程度。对反馈后输出准确性的数据分析表明，与不太明确的提示或没有提示相比，重新表述和启发与明确的语调或口头提示相结合时，准确的修复率更高。这些发现证实了作为有效反馈的重要特征的显著性和机会的作用。
This research investigates the usefulness of two major types of interactional feedback (elicitation and reformulation) in dyadic interaction. The focus is on the different ways in which each feedback type is provided and their relationship with learner repair. The participants were 42 adult intermediate English as a second language learners and two native English teachers performing dyadic task-based interactions. Six different reformulation subtypes and five different elicitation subtypes were identified, differing from one another in feedback salience, and the degree to which they pushed the learner to respond to feedback. Analysis of data on output accuracy following feedback showed that both reformulation and elicitation resulted in higher rates of accurate repair when they were combined with explicit intonational or verbal prompts compared with less explicit prompts or no prompts. These findings confirm the role of salience and opportunities for pushed output as important characteristics of effective feedback.