Teacher Feedback and Learner Uptake in the ESL Classroom

• 영문명: Teacher Feedback and Learner Uptake in the ESL Classroom
• 발행기관: 한국영어어문교육학회
• 저자명: Chonglim Yoon
• 간행물 정보: 『영어어문교육』영어어문교육 제14권 제3호, 259~282쪽, 전체 24쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2008.09.30

영문 초록

  This study investigates the types of teacher feedback related to learner uptake across error types and the characteristics of teacher feedback that lead to learner uptake in the ESL classroom. Three ESL teachers and sixteen students participated in this study. Lyster and Ranta"s (1997) Error Treatment Sequence Model and their definitions about types of feedback were used to analyze and code the data. Results include the frequency and distribution of feedback types and learner uptake across error types. The findings indicate that 1) phonological errors followed recasts, but lexical and grammatical errors followed negotiation moves; 2) among negotiation moves, elicitation feedback led to learner uptake the most; and 3) learners were more likely to correct their errors when teachers made their feedback saliently. In the study, when teachers responded right after their errors or used several feedback types in multiple sequences of interactions, learners noticed the feedback and produced uptake. These findings also show that instructional context may have influence on teacher feedback types and learner uptake.

목차

Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHODS
Ⅳ. FINDINGS AND DISCUSSION
Ⅴ. CONCLUSION
REFERENCES
APPENDIX

키워드

negative feedback learner uptake error type ESL context