Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization

Autor/inn/en	Sato, Masatoshi; Lyster, Roy
Titel	Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization
Quelle	In: Studies in Second Language Acquisition, 34 (2012) 4, S.591-626 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263112000356
Schlagwörter	Teaching Methods; English (Second Language); Interaction; Foreign Countries; Control Groups; Peer Relationship; Error Correction; Feedback (Response); Second Language Learning; Second Language Instruction; College Students; Intervention; Language Fluency; Skill Development; Japan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Interaktion; Ausland; Peer-Beziehungen; Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Language skill; Language skills; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer-interaction activities, and a fourth served as the control group. After one semester of intervention, the two CF groups improved in both overall accuracy and fluency, measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. This study draws on monitoring in speech-production theory and the declarative-procedural model of skill-acquisition theory to interpret these results, thus contributing a new theoretical approach to CF research in the context of peer interaction in which learners can be providers of CF. It is concluded that whereas peer interaction offered opportunities for repeated production practice, facilitating proceduralization, CF sharpened learners' ability to monitor both their own language production and that of their interlocutors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10