Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?

Autor/inn/en	Adams, Rebecca; Nuevo, Ana María; Egi, Takako
Titel	Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?
Quelle	In: The modern language journal, 95 (2011) Supplementary Issue, S. 42-63 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 4; Literaturangaben; Tabellen 9
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0026-7902; 1540-4781
DOI	10.1111/j.1540-4781.2011.01242.x
Schlagwörter	Empirische Forschung; Interaktion; Feedback; Lokativ; Fremdsprachenunterricht; Zweitsprache; Englischunterricht; Past Perfect Continuous
Abstract	Research on interactional feedback has typically focused on feedback learners receive from native speakers (i.e., NS-learner contexts). However, for many second language (L2) learners, the majority of their opportunities to engage in interaction occur with other learners (i.e., learner-learner contexts). The literature has suggested that feedback in learner-learner interaction contexts differs from that found in NS-learner contexts in the quantity of feedback moves (e.g., Mackey, Oliver & Leeman, 2003), types of feedback used (Pica, Lincoln-Porter, Paninos, & Linnell, 1996), and narrowness of linguistic foci (Toth, 2008). The current study examines how learners provide each other with two types of input-providing feedback, recasts (implicit feedback), and explicit corrections (explicit feedback), in order to investigate how different types of feedback and responses to feedback promote learning of English past tense and locatives. Findings suggest a limited evidence for a relationship between implicit feedback, modified output, and L2 learning, and evidence for a negative effect of explicit corrections from peers. These findings indicate that the role of feedback and modified output in learning may be different in learner-learner interactions than has been found in NS-learner interactions. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2012/4