Corrective Feedback and Student Uptakes in English Immersion Classrooms in Japan: Is the Counter-Balance Hypothesis Valid?

Autor/in	Sakurai, Shogo
Titel	Corrective Feedback and Student Uptakes in English Immersion Classrooms in Japan: Is the Counter-Balance Hypothesis Valid?
Quelle	In: TESL-EJ, 18 (2014) 1, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Foreign Countries; Error Correction; Feedback (Response); Second Language Learning; Second Language Instruction; Immersion Programs; Teaching Methods; English (Second Language); Linguistic Theory; Classroom Communication; Mathematics Instruction; Science Instruction; Observation; Student Characteristics; Elementary School Students; Elementary School Teachers; Statistical Analysis; Japan + Suchen Sie Ihr Suchwort? Ausland; Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistische Theorie; Klassengespräch; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	There are a number of studies on teachers' corrective feedback and students' uptakes in immersion settings, but the majority is carried out in the North American context. Based on limited data, "the counter-balance hypothesis" was proposed by Lyster and Mori (2006) to explain distributions of teacher feedback and students' uptakes in French and Japanese immersion classrooms. In order to shed further light, the current study explores (1) how the distribution of teacher feedback and students' uptakes are observed in an English immersion school in Japan (i.e., the Asian context), and (2) whether the data supports the counter-balance hypothesis. From observing three English immersion teachers' and their students' classroom talk in math and science lessons, their utterances were recorded, transcribed, and analyzed. The results revealed that the pattern of teacher feedback was similar to that of the previous findings but not the pattern of students' uptakes and that the counter-balance hypothesis could not explain this phenomenon. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10