Interactional Environmental Contexts and Negative Feedback for Young Learners in English Classrooms
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It has been acknowledged that learning environment plays a crucial role in second language (L2) learning. Thus far, however, little attention has been drawn to the environmental contexts (i.e., classrooms) – where L2 learners learn an L2. For this reason, the present study investigated the environmental contexts where middle-school students interacted with a native English-speaking teacher. Particular attention was given to three aspects of learning: the types of interactional contexts wherein students interacted with the teacher; the teacher’s responses to students’ non-targetlik utterances (i.e., negative feedback) across different interactional contexts; and students' reponses to the teacher‘s negative feedback. The study found that (a) students were exposed to various types of interactional contexts such as content, management, communication, and explicit language-focused exchanges, (b) the teacher responded to students’ erroneous utterances differently according to the interactional contexts, and (c) the uptake opportunities given to students and their use of the opportunities varied according to the contexts. The present study underlines the importance of the role of interactional contexts in L2 learning.
Abstract
It has been acknowledged that learning environment plays a crucial role in second language (L2) learning. Thus far, however, little attention has been drawn to the environmental contexts (i.e., classrooms) – where L2 learners learn an L2. For this reason, the present study investigated the environmental contexts where middle-school students interacted with a native English-speaking teacher. Particular attention was given to three aspects of learning: the types of interactional contexts wherein students interacted with the teacher; the teacher’s responses to students’ non-targetlik utterances (i.e., negative feedback) across different interactional contexts; and students' reponses to the teacher‘s negative feedback. The study found that (a) students were exposed to various types of interactional contexts such as content, management, communication, and explicit language-focused exchanges, (b) the teacher responded to students’ erroneous utterances differently according to the interactional contexts, and (c) the uptake opportunities given to students and their use of the opportunities varied according to the contexts. The present study underlines the importance of the role of interactional contexts in L2 learning.
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