Feedback, Noticing and Instructed Second Language Learning

Autor/in	Mackey, Alison
Titel	Feedback, Noticing and Instructed Second Language Learning
Quelle	In: Applied Linguistics, 27 (2006) 3, S.405-430 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/ami051
Schlagwörter	Second Language Learning; Feedback; English (Second Language); Second Language Instruction; Electronic Journals; Student Reaction; Pretests Posttests; Classroom Communication; Questionnaires; Morphemes + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; E-Journal; Schülerkritik; Klassengespräch; Fragebogen; Morphem
Abstract	Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2 learning because it prompts learners to notice L2 forms. This study explores the relationships between feedback, instructed ESL learners' noticing of L2 form during classroom interactions and their subsequent L2 development. Interactional feedback was provided to learners in response to their production problems with questions, plurals, and past tense forms. Learners' noticing was assessed through on-line learning journals, introspective comments while viewing classroom videotapes, and questionnaire responses. Through a controlled pre-test, post-test design, analyses of noticing and learning were carried out for each learner. The results point to an interesting, complex and positive relationship between interactional feedback in the classroom, the learners' reports about noticing and their learning of L2 question forms. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10