Task Familiarity and Interactional Feedback in Child ESL Classrooms
Task Familiarity and Interactional Feedback in Child ESL Classrooms
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儿童 ESL 课堂中的任务熟悉度和互动反馈
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
R. Oliver
中科院分区：
文献类型：
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作者：
Alison Mackey;A. Kanganas;R. Oliver
在这篇文章中，我们报告了一项对7至8岁的ESL儿童进行的研究。他们在第二语言课堂上结对完成交际任务。我们考察了他们基于任务的对话互动模式，同时我们操纵了他们对任务程序和内容的熟悉程度。我们发现，学习者在完成不熟悉的任务(在内容和程序方面)时，会产生更多的澄清请求和确认检查，并对彼此之间的非目标话语提供更多的纠正性反馈。然而，从事程序性熟悉任务的学习者有更多的机会使用反馈，而从事内容和程序都熟悉的任务的学习者更实际地使用反馈。
In this article we report on a study undertaken with ESL children between 7 and 8 years old. They carried out communicative tasks in pairs in second language classrooms. We examined patterns of their taskbased conversational interactions while we manipulated their familiarity with the procedure and content of the tasks. We found that learners working through unfamiliar tasks (in terms of both content and procedure) produced more clarification requests and confirmation checks and provided more corrective feedback on nontargetlike utterances to each other. However, learners engaged in procedurally familiar tasks had more opportunities to use feedback, and learners engaged in tasks that were familiar in both content and procedure showed more actual use of feedback.