Distributions of Interactional Feedback and Uptake n Different L2 Classroom Settings
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Second language (L2) learners are exposed to various classroom settings, and learning environmentsdetermine the process of how they learn L2. This study specifically examined the interactional feedback learnersreceived and their uptake and repair moves in two different English classroom settings. Thirty-two junior highschool students enrolled in two intermediate classes in an intensive English camp program and two experiencednative English teachers participated in the study. Both classes aimed to help learners improve theircommunication skills, but the classes differed in their way of achieving this purpose. COLT observational schemefound that one was more language-oriented while the other was more theme-oriented. The distribution ofinteractional feedback, such as recasts, explicit correction, and prompts, was first analyzed, and then students’uptake (i.e., immediate responses to teacher feedback) was examined. The study found that, regardless of thedifferent main focus of the two classes, recasts were the most frequently used in both classes; however, students'uptake moves differed widely. Prompts and explicit corrections were both used but at a different rate. Interactional feedback and learner uptake and repair moves were closely related to instructional settings, andthis paper will further discuss this issue based on the different characteristics of the classes.
Abstract
Second language (L2) learners are exposed to various classroom settings, and learning environmentsdetermine the process of how they learn L2. This study specifically examined the interactional feedback learnersreceived and their uptake and repair moves in two different English classroom settings. Thirty-two junior highschool students enrolled in two intermediate classes in an intensive English camp program and two experiencednative English teachers participated in the study. Both classes aimed to help learners improve theircommunication skills, but the classes differed in their way of achieving this purpose. COLT observational schemefound that one was more language-oriented while the other was more theme-oriented. The distribution ofinteractional feedback, such as recasts, explicit correction, and prompts, was first analyzed, and then students’uptake (i.e., immediate responses to teacher feedback) was examined. The study found that, regardless of thedifferent main focus of the two classes, recasts were the most frequently used in both classes; however, students'uptake moves differed widely. Prompts and explicit corrections were both used but at a different rate. Interactional feedback and learner uptake and repair moves were closely related to instructional settings, andthis paper will further discuss this issue based on the different characteristics of the classes.
참고문헌 (24)
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