INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE

@article{Lyster2006INTERACTIONALFA,
  title={INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE},
  author={Roy Lyster and Hirohide Mori},
  journal={Studies in Second Language Acquisition},
  year={2006},
  volume={28},
  pages={269 - 300}
}
  • R. Lyster, H. Mori
  • Published 21 April 2006
  • Linguistics
  • Studies in Second Language Acquisition
This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision of recasts over prompts and explicit correction, regardless of instructional setting, but distinctively varied student uptake and repair patterns in… 
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Interactional Feedback as Instructional Input:
This article reports on an increasing number of SLA studies showing that interactional feedback plays a significant role in improving classroom learners’ use of the target language. Whereas the
Feedback and Uptake in Chinese EFL Classrooms: In Search of Instructional Variables
TLDR
The results suggest that form-oriented Chinese foreign language context indeed mediates the pattern of feedback and uptake and that explicit correction and prompts had a higher uptake rate than recasts, which was in tandem with previous findings.
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Abstract This research explores learner-learner interactions (n = 18) in an authentic EFL classroom. First, we examined the nature of interactional feedback provided during two decision-making tasks.
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This article reports on an increasing number of SLA studies showing that inter actional feedback plays a significant role in improving classroom learners’ use of the target language. Whereas the
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TLDR
A significant difference in the ratio of uptake following certain corrective feedback types was revealed, which was in sharp contrast to the findings of Lyster and Ranta (1997) and Panova and Lyster (2002).
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This study, aims to find out the instances of different kinds of corrective feedback and learner uptake that are occurred during the interactions between the students and the teacher in an EFL
ORAL FEEDBACK IN CLASSROOM SLA
To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N =
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  • Linguistics
    Studies in Second Language Acquisition
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Four teachers and their eight classes of 179 fifth-grade (10–11-year-old) students participated in this quasi-experimental classroom study, which investigated the effects of form-focused instruction
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