AbstractNetworked collaborative interaction (NCI) promotes the negotiation for
meaning and form that plays a crucial role in the development of language
competence. This chapter reports and discusses a study that focused on the
examination of relationships among error type, feedback types, and
responses in synchronous communication between native teachers and nonnative speakers (N = 26) working on two tasks—an open-ended question and a goal-oriented activity.The results revealed that differences were found not in the various types of negotiation moves but in the proportional use of particular moves.The native speakers had an overwhelming tendency to use
recasts to provide corrective feedback. This feedback also had the positive
effect of drawing learners’ attention to form, which led to the repair of errors.
Successful uptake, however, does not guarantee second language acquisition. In addition, lexical rather than syntactical errors were the main triggers for negotiation moves generated by both groups of interlocutors. NCI as a form
of written visual communication facilitated the response to corrective feedback. Learners generated high rates of repairs for both lexical and syntactical errors. Overall, this study demonstrates that NCI is a powerful communication tool for the enrichment of language learning.
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