Abstract
The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
Highlights
In recent years, the role of interactional feedback in second language classrooms has received considerable research attention
If we look at the percentage of learner uptake and repair resulting from recasts, it was not the highest. 49.6% of all recasts led to learner uptake, whereas 45.3% of all recasts led to successful uptake
This study investigated the provision of teacher feedback and learner uptake in an adult Chinese as a foreign language (CFL) context
Summary
The role of interactional feedback in second language classrooms has received considerable research attention. This research has provided substantial information about the various types of feedback teachers use and the extent to which such feedback contributes to language development. The goal of the present study was to extend research in this area by examining teacher feedback and learner uptake in an adult Chinese as a foreign language (CFL) context. The study examined learner and teacher perception of feedback types and feedback frequency in this context. This question was motivated by a scarce number of studies of interactional feedback on feedback perception and in particular the extent to which teacher and student perception affect feedback effectiveness
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