Negotiation of Form and Its Effects in NS-NNSs Conversational Interaction

Abstract

This article presents a study of corrective feedback and learner uptake in native speaker and non-native speakers (NS-NNSs) conversational interaction in foreign language classroom setting. Transcripts totaling 10.5 hours of NS-NNSs conversation were analyzed, using Lyster and Ranta’s error treatment model (1997), to investigate the feedback-uptake relationships in the context of NS-NNSs interaction. Results showed that the NS paid limited attention to the NNSs’ linguistic errors. Among the existing types of corrective feedback, recast was significantly preferred by the NS, and peer translation was widely used by the NNSs. Negotiation of form was scarcely used by the NS. As for learner uptake and self-correction, peer feedback gained the best effect, while recast had the lowest rate. Negotiation of form got a higher rate of uptake, but a lower rate of learner-generated repair. Finally the results were discussed from the perspective of noticing theory in cognitive psychology.