A study of native and nonnative speakers' feedback and responses in Spanish-American networked collaborative interaction

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69623/1/2005_06.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69623/2/2005_06.pdf.txt

collection:

2005 INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION

contributor.author:

Lee, Lina

date.accessioned:

2020-12-14T23:10:27Z

date.available:

2020-12-14T23:10:27Z

date.issued:

2005-01-01

description.abstract:

Networked 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.

description.provenance:

Made available in DSpace on 2020-12-14T23:10:27Z (GMT). No. of bitstreams: 1 2005_06.pdf: 307785 bytes, checksum: 4c8b8c155a8b0a4773b5eaba0d7b361c (MD5) Previous issue date: 2005-01-01

endingpage:

176

identifier.citation:

Lee, L. (2005). A study of native and nonnative speakers' feedback and responses in Spanish-American networked collaborative interaction. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 147-176. http://hdl.handle.net/102015/69623

identifier.uri:

http://hdl.handle.net/10125/69623

publisher:

Heinle Cengage Learning

site_url:

/item/207

startingpage:

147

title:

A study of native and nonnative speakers' feedback and responses in Spanish-American networked collaborative interaction

type:

Article

type.dcmi:

Text

volume:

2005