Elicitation and Reformulation and Their Relationship with Learner Repair in Dyadic Interaction

Autor/in	Nassaji, Hossein
Titel	Elicitation and Reformulation and Their Relationship with Learner Repair in Dyadic Interaction
Quelle	In: Language Learning, 57 (2007) 4, S.511-548 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2007.00427.x
Schlagwörter	Feedback (Response); English Teachers; Interpersonal Communication; Adults; English (Second Language); Second Language Learning; Language Research; Second Language Instruction; Cues; Discourse Analysis; Teaching Methods; Error Correction; Error Analysis (Language) + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachforschung; Fremdsprachenunterricht; Stichwort; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Error analysis; Language; Fehleranalyse
Abstract	This research investigates the usefulness of two major types of interactional feedback (elicitation and reformulation) in dyadic interaction. The focus is on the different ways in which each feedback type is provided and their relationship with learner repair. The participants were 42 adult intermediate English as a second language learners and two native English teachers performing dyadic task-based interactions. Six different reformulation subtypes and five different elicitation subtypes were identified, differing from one another in feedback salience, and the degree to which they pushed the learner to respond to feedback. Analysis of data on output accuracy following feedback showed that both reformulation and elicitation resulted in higher rates of accurate repair when they were combined with explicit intonational or verbal prompts compared with less explicit prompts or no prompts. These findings confirm the role of salience and opportunities for pushed output as important characteristics of effective feedback. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10