چکیده:
This quasi-experimental study examines the extent to
which research findings from teacher Corrective Feedbacks
(CFs) and SLA concerning the efficiency of Focus-on-Form
(FoF) pedagogy is transferable to the context of foreign
language learning in Iranian schools. To investigate how
"grammar instruction with FoF-oriented error treatment"
functions as a matrix in which English learning takes place,
transcripts of learners' interactions in two communicativelybased
high school classes were analyzed using Lyster &
Ranta's taxonomy of CFs moves (Experimental Group (EXG)
received CFs but provision of CFs in Control Group (CG)
was not aimed). Findings reveal that all six types of CFs
defined in literature were enjoyed by the present EFL teacher
with a tendency to use "metalinguistic" or the overall "studentgenerated
repairs" more than "recasts". The frequency and
distribution of EFL teacher’s CF types together with the
frequency and distribution of different types of learner uptake
following each CF type are discussed. The results highlight
the endorsement of FoF pedagogy in EFL contexts and bring
to light the efficacy of teacher CFs on the learner uptake. The
study is unique as it adds an important layer to teacher CF
and SLA research by further accounting for differences
between EXG and CG in terms of negotiation strategies.
خلاصه ماشینی:
"Samar** Parvane Shayestefar*** Abstract This quasi-experimental study examines the extent to which research findings from teacher Corrective Feedbacks (CFs) and SLA concerning the efficiency of Focus-on-Form (FoF) pedagogy is transferable to the context of foreign language learning in Iranian schools.
To investigate how "grammar instruction with FoF-oriented error treatment" functions as a matrix in which English learning takes place, transcripts of learners' interactions in two communicatively- based high school classes were analyzed using Lyster & Ranta's taxonomy of CFs moves (Experimental Group (EXG) received CFs but provision of CFs in Control Group (CG) was not aimed).
Additionally, in an attempt to investigate learner SLA development in terms of L2 learner's uptake and opportunities to produce output in cyberspace environment, Lee (2001) reports that interactive strategies (such as clarification checks, requests, and self-repair) facilitate comprehension of input and output, Moreover, his study on negotiation strategies shows that the impact of responding to negative feedback reveals to be meaningful for learners as it provides them with opportunities to try out different vocabulary and language structure in an on-line interaction.
Elicitation (n=7) (View the image of this page) The main purpose of the present quasi-experimental study was to manipulate a variety of CFs variables in EFL classroom discourse to investigate the efficiency of teacher error treatment for the development of interactional moves, strategies, or learner uptake.
In contrast, teacher's frequent use of metalinguistic feedback and clarification requests that comprised roughly 50 % of the total CFs gives clue to the learners to clearly notice the mismatch between their erroneous sentences and target-language form."