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Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads

Mackey, Alison and Oliver, Rhonda and Leeman, Jennifer (2003) Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53 (1). pp. 35-66. ISSN 0023-8333

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Abstract

Given the documented benefits of participation in communicative interaction (e.g., Gass & varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task–based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker–nonnative speaker and nonnative speaker–native speaker, were analyzed to assess the effect of interlocutor on (1) amount of feedback, (2) opportunities for modified output, and (3) immediate incorporation of feedback. In all dyed types, at least 30% of errors resulted in feedback, much of which led to modified output. Analyses also revealed significant differences for amount, nature, and response to feedback according to dyad type.

Item Type: Article
Journal or Publication Title: Language Learning
Subjects: P Language and Literature > P Philology. Linguistics
Departments: Faculty of Arts & Social Sciences > Linguistics & English Language
ID Code: 59841
Deposited By: ep_importer_pure
Deposited On: 20 Nov 2012 10:20
Refereed?: Yes
Published?: Published
Last Modified: 10 Apr 2014 00:18
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/59841

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