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

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.

[1]  R. Oliver.  Negative Feedback in Child NS-NNS Conversation , 1995, Studies in Second Language Acquisition.

[2]  Rod Ellis,et al.  THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS , 1999, Studies in Second Language Acquisition.

[3]  Friedemann Pulvermüller,et al.  Neurobiological Mechanisms of Language Acquisition , 1994 .

[4]  Alison Mackey,et al.  INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT , 1999, Studies in Second Language Acquisition.

[5]  M. J. Farrar,et al.  Negative Evidence and Grammatical Morpheme Acquisition. , 1992 .

[6]  Michael H. Long.  Maturational Constraints on Language Development , 1990, Studies in Second Language Acquisition.

[7]  M. Levine.  Mediating processes in humans at the outset of discrimination learning. , 1963, Psychological review.

[8]  R. Dekeyser.  THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION , 2000, Studies in Second Language Acquisition.

[9]  R. Oliver.  Age Differences in Negotiation and Feedback in Classroom and Pairwork , 2000 .

[10]  Catherine E. Snow,et al.  Three Misconceptions About Age and L2 Learning , 2000 .

[11]  C. Snow,et al.  Feedback to first language learners: the role of repetitions and clarification questions , 1986, Journal of Child Language.

[12]  S. Oyama.  A sensitive period for the acquisition of a nonnative phonological system , 1976 .

[13]  S. Gass,et al.  The comprehensibility of non-native speech , 1982, Studies in Second Language Acquisition.

[14]  Michael H. Long,et al.  Group Work, Interlanguage Talk,and Second Language Acquisition. , 1985 .

[15]  Michael H. Long,et al.  The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish , 1998 .

[16]  Evangeline Marlos Varonis,et al.  Non-native/Non-native Conversations: A Model for Negotiation of Meaning , 1985 .

[17]  M. Saxton.  The Contrast Theory of negative input , 1997, Journal of Child Language.

[18]  Catherine E. Snow,et al.  The Critical Period for Language Acquisition: Evidence from Second Language Learning. , 1978 .

[19]  G. Marcus.  Negative evidence in language acquisition , 1993, Cognition.

[20]  J. S. Johnson,et al.  Critical Period Effects in Second Language Acquisition: The Effect of Written versus Auditory Materials on the Assessment of Grammatical Competence† , 1992 .

[21]  M. Patkowski.  The sensitive period for the acquisition of syntax in a second language. , 1980 .

[22]  E. Lenneberg.  Biological Foundations of Language , 1967 .

[23]  M. Swain,et al.  Explicit and Implicit Negative Feedback , 1993, Studies in Second Language Acquisition.

[24]  Susan M. Gass,et al.  The role of interaction in native speaker comprehension of nonnative speaker speech , 1998 .

[25]  A. Bruton,et al.  Learner and Teacher Roles in the Treatment of Oral Error in Group Work , 1980 .

[26]  R. Lyster,et al.  CORRECTIVE FEEDBACK AND LEARNER UPTAKE , 1997, Studies in Second Language Acquisition.

[27]  Alison Mackey,et al.  The Role of Input and Interaction in Second Language Acquisition Introduction to the Special Issue , 1998 .

[28]  T. Pica.  Research on Negotiation: What Does It Reveal about Second-Language Learning Conditions, Processes, and Outcomes?. , 1994 .

[29]  T. Pica,et al.  Comprehensible Output as an Outcome of Linguistic Demands on the Learner , 1989, Studies in Second Language Acquisition.

[30]  Susan M. Gass,et al.  Input, Interaction, and Second Language Production , 1994, Studies in Second Language Acquisition.

[31]  Hitoshi Muranoi.  Focus on Form through Interaction Enhancement: Integrating Formal Instruction into a Communicative Task in EFL Classrooms. , 2000 .

[32]  Alison Mackey,et al.  Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings? , 1998 .

[33]  C. Snow,et al.  SCHOOL‐AGE SECOND LANGUAGE LEARNERS' ACCESS TO SIMPLIFIED LINGUISTIC INPUT1 , 1982 .

[34]  Teresa Pica,et al.  Language Learners' Interaction: How Does It Address the Input, Output, and Feedback Needs of L2 Learners?. , 1996 .

[35]  Kenneth Hyltenstam,et al.  Age and L2 learning: The hazards of matching practical “implications” with theoretical “facts”. : (Comments on Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine E. Snow’s “Three misconceptions about age and L2 learning”). , 2001 .

[36]  Richard R. Day,et al.  Errors, Interaction, and Correction: A Study of Native-Nonnative Conversations , 1982 .

[37]  R. Lyster.  Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms , 1998 .

[38]  Brian MacWhinney,et al.  No negative evidence revisited: Beyond learnability or who has to prove what to whom. , 1990 .

[39]  S. Krashen.  Age, Rate and Eventual Attainment in Second Language Acquisition. , 1979 .

[40]  Rod Ellis,et al.  Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings , 1994 .

[41]  J. S. Johnson,et al.  Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language , 1989, Cognitive Psychology.

[42]  Evangeline Marlos Varonis,et al.  Incorporated Repairs in Nonnative Discourse , 1989 .

[43]  R. Lyster.  RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE , 1998, Studies in Second Language Acquisition.

[44]  S. Ervin-Tripp.  Is Second Language Learning Like the First , 1974 .

[45]  S. Pinker,et al.  Positive and negative evidence in language acquistion , 1989, Behavioral and Brain Sciences.

[46]  Ellen Bialystok,et al.  The structure of age: in search of barriers to second language acquisition , 1997 .

[47]  Michael H. Long.  Linguistic and Conversational Adjustments to Non-Native Speakers , 1983, Studies in Second Language Acquisition.

[48]  Alison Mackey,et al.  HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK? , 2000, Studies in Second Language Acquisition.