Literaturnachweis - Detailanzeige
| Autor/inn/en | Pica, Teresa; Evans, Bruce; Jo, Victoria; Washburn, Gay N. |
|---|---|
| Titel | Teacher and Peer Responses as a Source of Negative Evidence to L2 Learners in Content-Based and Grammar-Based Classroom Activities. |
| Quelle | In: Working Papers in Educational Linguistics, 16 (2000) 2, S.1-24 (25 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Applied Linguistics; Class Activities; Comparative Analysis; Grammar; Input Output Analysis; Linguistic Input; Second Language Instruction; Second Language Learning; Student Reaction; Teacher Response; Teaching Methods |
| Abstract | After many years of attention to input that supplies classroom second language (L2) learners with positive evidence on L2 forms and features, recent studies have begun to identify and describe the negative evidence in "reactive" input, provided through interlocutor responses to forms and features that are used by learners, but are not consistent with the L2 they are learning. The following study was undertaken to compare the negative evidence in responses to learners in two types of classrooms, one content-based, the other grammar-based. Data were collected on teacher and peer responses to learners non-target production during six discussions about cultures and six exercises in sentence construction. Results of the study revealed teacher, rather than peer response as the principle sources of negative evidence in both classroom types. The differences in negative evidence in the two classroom types appeared to be an outcome of the expectations and goals of the discussion and sentence construction activities, and also suggested ways in which these activities might be adjusted or enhanced to provide learners with negative evidence through the addition of interactive tasks. (Contains 35 references.) (KFT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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