Metalinguistic Terms, Teacher Feedback, and Learner Uptake in ESL Classrooms

Autor/in	Wang, Weiqing
Titel	Metalinguistic Terms, Teacher Feedback, and Learner Uptake in ESL Classrooms
Quelle	In: Language Awareness, 31 (2022) 3, S.288-306 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Weiqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1881528
Schlagwörter	Metalinguistics; Second Language Learning; Second Language Instruction; Classroom Communication; Teacher Student Relationship; Feedback (Response); Language Tests; Language Teachers; Language Usage; Teaching Methods; English (Second Language); Intensive Language Courses; Discourse Analysis; Universities; Student Placement; Test Results + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Language test; Sprachtest; Language teacher; Sprachunterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Intensivkurs; Sprachkurs; Diskursanalyse; University; Universität; Schülerpraktikum
Abstract	Metalanguage is an important part of teacher talk in L2 classrooms. The present study examined the occurrence and type of metalinguistic terms in teacher feedback and their relationship with the patterns of learner uptake and the effectiveness of teacher feedback. A total of eight teachers and nine classes participated in the study. Four to six observations were made in each class, and two tailor-made individualized tests were administered to learners. The results revealed that: (1) the occurrence of metalinguistic terms varied notably with the type of feedback episodes (i.e. teacher-initiated, student-initiated and reactive); (2) the presence of metalinguistic terms was significantly related to both the frequency and successfulness of uptake, but the type of metalinguistic terms was only significantly related to the frequency of uptake, not its successfulness; and (3) metalinguistic terms in general were not significantly related to learners' performance in either the immediate test or the delayed test, but the type of metalinguistic terms was significantly related to the results of the delayed test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01