Lancaster EPrints

Feedback, noticing and instructed second language learning

Mackey, Alison (2006) Feedback, noticing and instructed second language learning. Applied Linguistics, 27 (3). pp. 405-430. ISSN 0142-6001

Full text not available from this repository.

Abstract

Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2 learning because it prompts learners to notice L2 forms. This study explores the relationships between feedback, instructed ESL learners’ noticing of L2 form during classroom interactions and their subsequent L2 development. Interactional feedback was provided to learners in response to their production problems with questions, plurals, and past tense forms. Learners’ noticing was assessed through on-line learning journals, introspective comments while viewing classroom videotapes, and questionnaire responses. Through a controlled pre-test, post-test design, analyses of noticing and learning were carried out for each learner. The results point to an interesting, complex and positive relationship between interactional feedback in the classroom, the learners’ reports about noticing and their learning of L2 question forms.

Item Type: Article
Journal or Publication Title: Applied Linguistics
Subjects: P Language and Literature > P Philology. Linguistics
Departments: Faculty of Arts & Social Sciences > Linguistics & English Language
ID Code: 59833
Deposited By: ep_importer_pure
Deposited On: 05 Nov 2012 14:21
Refereed?: Yes
Published?: Published
Last Modified: 10 Apr 2014 00:18
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/59833

Actions (login required)

View Item