Corrective Feedback in Native‐nonnative Discourse

Day, Richard R.; Chenoweth, N. Ann; Chun, Ann E.; Luppescu, Stuart

doi:10.1111/j.1467-1770.1984.tb01002.x

Cited by 44 publications

(44 citation statements)

References 14 publications

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“…when the NS in response to an NNS's error supplies corrective feedback with declaratory intonation and off-record corrective feedback; when the response can be either a question or a statement and can be interpreted in at least two ways: as corrective feedback or as continuing contributions to the conversation. Contrary to the investigation of Day et al (1984) only a few occurrences of on-record corrective feedback were found in this data base. One reason for this may be that self-repair is preferred before otherrepair in ordinary conversation (Schegloff et al, 1974).…”

Section: Lexical Miscommunicationcontrasting

confidence: 44%

Incipient miscommunication as a resource in international negotiations

Öberg¹

2017

HJLCB

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This paper presents a categorization of sequences of incipient miscommunication according to their sources and to how they are indicated, thematized and solved in cross-cultural negotiating activities between native and non-native speakers of English. It was found that cross-cultural miscommunicative instances were an intrinsic part of the establishing of consensus and therefore they could be used as a communicative resource. Moreover, the importance of the problems presented by the issues at hand overrides the significance of the problems presented by the participants' language inadequacies. However, miscommunication related to differences in socio-cultural background and to divergent degrees of unawareness regarding the miscommunication often has more serious interactional consequences than a varying or insufficient language proficiency.

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Section: Lexical Miscommunicationcontrasting

confidence: 44%

Incipient miscommunication as a resource in international negotiations

Öberg¹

2017

HJLCB

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“…This research indicated that teachers' attempts at error correction were frequently ambiguous and inconsistent and, therefore, that the value of correction was not clearly demonstrated. Other studies explored error correction by NSs in more naturalistic conversations (Chun, Day, Chenoweth, & Luppescu, 1982;Day, Chenoweth, Chun, & Luppescu, 1984), which revealed that NSs rarely correct learners' errors in conversation.…”

Section: The Role Of Negative Feedback and Positive Evidence In L2 Acmentioning

confidence: 99%

NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION

Iwashita

2003

Stud Second Lang Acquis

215

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This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary institution. Five different types of interactional moves made by native speaker interlocutors during task-based interaction were identified, by way of which learners received implicit negative feedback and positive evidence about the two target structures. The relative frequency of each interactional move type was calculated, and associated changes in the learners' performance on immediate and delayed posttests were examined. It was found that, although native speaker interactional moves containing positive evidence about the two target structures were 10 times more frequent during task-based language learning than those containing implicit negative feedback, only learners who had an above-average score on the pretest benefited from the positive evidence provided. Implicit negative feedback, This study is based on my doctoral dissertation (Iwashita, 1999). Earlier reports of this research were presented at the Pacific Second Language Research Forum (Tokyo, March, 1998) and the Second Language Research Forum (Honolulu, October, 1998). I would like to express my gratitude to my dissertation advisers, Tim McNamara and Michael Long, for their assistance throughout all stages of this project. I am also grateful to Lis Grove, Paul Gruba, Leslie Ono, Rhonda Oliver, Lourdes Ortega, Jenefer Philp, Sara Rabie, Neomy Storch, Joanna Tapper, and the anonymous SSLA reviewers for many helpful and insightful comments. Thanks are also due to Martin Johnson for his statistical advice. All errors are, of course, my own. Finally, I am deeply indebted to the students who participated in the study and to the teachers for their cooperation.

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“…Asymmetries in language competence, as a special kind of knowledge asymmetry, obviously exist in many conversations between non-native and native adult speakers, where they can lead to explications, collaborative word-searches, and a variety of forms of corrective feedback (e.g., Chun, Day, Chenoweth, & Luppescu, 1982;Dausendscho Èn-Gay, Gu Èlich, & Krafft, 1995;Day, Chenoweth, Chun, & Luppescu, 1984). These activities have been classified as language-learning strategies and are employed by both native and non-native participants in an attempt to develop linguistic competence (e.g., Faerch & Kasper, 1984;Tarone, 1980; see also the contributions in Kasper & Kellerman, 1997).…”

mentioning

confidence: 99%