IOE EPrints

Tasks and teacher feedback in the Spanish foreign language classroom

Gurzynski-Weiss, Laura and Revesz, Andrea (2012) Tasks and teacher feedback in the Spanish foreign language classroom. Language Learning, 62. pp. 851-879. ISSN 0023-8333. DOI UNSPECIFIED

Full text not available from this repository.
SFX image for help Not from UCL IOE? image for help


Tasks and interactional feedback have received much attention in instructed second language acquisition research in recent years. However, little research exists that has investigated feedback and task factors together during naturally occurring teacher–student interaction in classroom settings. To bridge this gap, the current study explored the amount, type, and immediate use of teacher feedback during naturally occurring classroom interaction depending on: (1) whether feedback is provided during tasks versus nontasks; (2) during focused versus unfocused tasks; and (3) whether it occurs during pre-, during-, or posttask phases. The data set included transcripts of 23 videotaped lessons from nine university-level intermediate Spanish foreign language classrooms. Our analyses revealed that task factors affected the amount and type of teacher feedback as well as the number of opportunities for and incidence of learner modified output. Our findings suggest the value of taking task-related variables into account in classroom feedback research and with respect to teacher feedback decisions.

Item Type: Article
Controlled Keywords: classroom research, corrective feedback, task-based teaching, pedagogic task, task focus, task stage
Depositing User: Atira Pure
Date Deposited: 02 May 2014 08:22
Last Modified: 29 Jan 2015 09:10
View Item View Item