Title

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

Document Type

Journal Article

Publisher

Blackwell Publishing

Faculty

Community Services, Education and Social Sciences

School

Education

RAS ID

2235

Comments

This article was originally published as: Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS–NNS and NNS–NNS adult and child dyads. Language Learning, 53(1), 35-66. Original available here

Abstract

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.

DOI

10.1111/1467-9922.00210

 

Link to publisher version (DOI)

10.1111/1467-9922.00210