Corrective feedback and learner uptake in communicative classrooms across instructional settings
Corrective feedback and learner uptake in communicative classrooms across instructional settings
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跨教学环境的交流课堂中的纠正反馈和学习者的吸收
DOI：
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发表时间：
2004
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影响因子：
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通讯作者：
Younghee Sheen
中科院分区：
文献类型：
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作者：
Younghee Sheen
本文报告了不同教学环境下教师纠正反馈和学习者吸收的异同。使用Lyster和Ranta的教师纠正反馈动作和学习者吸收分类法，研究了四种交际课堂设置——法语浸入式、加拿大ESL、新西兰ESL和韩国EFL。结果表明，在所有四种情况下，重铸是最常见的反馈类型，但在韩国EFL和新西兰ESL教室中（分别为83%和68%）比在加拿大浸入式和ESL教室中（两者均为55%）更为频繁。此外，在新西兰和韩国的环境中，吸收和修复的比率高于加拿大的环境。本研究的结果表明，在重铸的重点更加突出的情况下，如减少或部分重铸，以及学生倾向于关注语言形式而不是意义的情况下，重铸导致学习者吸收和修复的程度可能更大。该研究强调了考虑语境对纠正反馈和学习者吸收的影响的重要性。
This paper reports similarities and differences in teachers’ corrective feedback and learners’ uptake across instructional settings. Four communicative classroom settings - French Immersion, Canada ESL, New Zealand ESL and Korean EFL - were examined using Lyster and Ranta’s taxonomy of teachers’ corrective feedback moves and learner uptake. The results indicate that recasts were the most frequent feedback type in all four contexts but were much more frequent in the Korean EFL and New Zealand ESL classrooms (83% and 68%, respectively) than in the Canadian Immersion and ESL classrooms (55% for both). Also, the rates for both uptake and repair following recasts were greater in the New Zealand and Korean settings than in the Canadian contexts. The findings of this study suggest that the extent to which recasts lead to learner uptake and repair may be greater in contexts where the focus of the recasts is more salient, as with reduced/partial recasts, and where students are oriented to attending to linguistic form rather than meaning. The study underscores the importance of considering the influence of context on corrective feedback and learner uptake.