원문정보
초록
영어
This article examined the classroom interaction of two teachers and their pupils (36 Grade 5 and 35 Grade 6) in 26 lessons (totalling 15.2 hours) to investigate the way in which these teachers spontaneously attended to form, and to determine the extent to which these Chinese young learners could and did subsequently demonstrate uptake in their production. In addition, individual interviews (approximately 8 hours) with both teachers and learners were carried out to assist interpreting lesson transcripts in relation to corrective feedback and learner uptake. The results suggest that both teachers often take advantage of corrective feedback, creating opportunities for learners to correct errors, and learners are capable of correcting errors after a prompt. Such attention to form that provides learners with an opportunity to negotiate of form or meaning can potentially benefit L2 learning. This article concludes with implications for pedagogy, research and teacher professional development that are made based upon these findings.
목차
INTRODUCTION
Defining ‘focus-on-form’
Defining ‘corrective feedback’
Defining ‘uptake’
METHODOLOGY
Research Questions
Methods
Participants
Database
Data Analysis
RESULTS
Types and Distribution of Corrective Feedback
The Distribution of Learner Uptake
DISCUSSION
Teacher’s Provision of Corrective Feedback
Learner’s Production of Uptake
Corrective Feedback and Learner Uptake
IMPLICATION AND FUTURE INQUIRY
Pedagogical Significance
Professional Development
Future Research
CONCLUSION
THE AUTHOR
REFERENCES