ERIC Number: EJ777371
Record Type: Journal
Publication Date: 2006-Jun
Reference Count: 0
Interactional Feedback and Instructional Counterbalance
Lyster, Roy; Mori, Hirohide
Studies in Second Language Acquisition, v28 n2 p269-300 Jun 2006
This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision of recasts over prompts and explicit correction, regardless of instructional setting, but distinctively varied student uptake and repair patterns in relation to feedback type, with the largest proportion of repair resulting from prompts in French immersion and from recasts in Japanese immersion. Based on these findings and supported by an analysis of each instructional setting's overall communicative orientation, we introduce the "counterbalance hypothesis," which states that instructional activities and interactional feedback that act as a counterbalance to a classroom's predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation.
Descriptors: Comparative Analysis, Feedback (Response), Teacher Student Relationship, Immersion Programs, French, Japanese, Communicative Competence (Languages)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A