Interactional feedback and learner modified output in EFL classrooms
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초록
The role of interactional corrective feedback in the process of second language (L2) development has been a core research area for many years. One of the benefits of interactional feedback discussed in L2 literature is that it can encourage learners to modify their output. In turn, it is widely argued that output promotes accuracy and automatization of retrieval processes. However, seldom has research been conducted into how interactional feedback triggers learner modified output in L2 classrooms. In light of this, the current study aims to study modified output by examining the nature of interactional feedback in L2 classrooms as well as modified output triggered by this feedback. The study analyzes interactional feedback and modified output observed in 13 classes. Recasts were found to be a dominant type of feedback followed by prompts such as clarification requests, repetitions, and elicitations. When modified output was examined, more than half of the output following recasts was targetlike while output following prompts was more likely to be nontargetlike than targetlike. In addition, in response to clarification requests, learners tended to seek a different way of expressing the same thoughts rather than modifying their initial utterances. The study found that feedback has different functions as a trigger for modified output.
Abstract
The role of interactional corrective feedback in the process of second language (L2) development has been a core research area for many years. One of the benefits of interactional feedback discussed in L2 literature is that it can encourage learners to modify their output. In turn, it is widely argued that output promotes accuracy and automatization of retrieval processes. However, seldom has research been conducted into how interactional feedback triggers learner modified output in L2 classrooms. In light of this, the current study aims to study modified output by examining the nature of interactional feedback in L2 classrooms as well as modified output triggered by this feedback. The study analyzes interactional feedback and modified output observed in 13 classes. Recasts were found to be a dominant type of feedback followed by prompts such as clarification requests, repetitions, and elicitations. When modified output was examined, more than half of the output following recasts was targetlike while output following prompts was more likely to be nontargetlike than targetlike. In addition, in response to clarification requests, learners tended to seek a different way of expressing the same thoughts rather than modifying their initial utterances. The study found that feedback has different functions as a trigger for modified output.
참고문헌 (36)
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