Earticle

초록

영어

Task-based language instruction has been increasingly promoted in second language (L2) classrooms under the assumption that it can provide an ultimate condition for L2 learning when combined with form-focused interventions such as teacher corrective feedback (CF). The present research investigated the amount, type, and learner uptake of teacher CF in relation to the following task-related variables: (1) task vs. nontask work, (2) focused vs. unfocused tasks, and (3) open vs. closed tasks. Data were collected from 8 intermediate adult EFL classrooms. It was found that the amount of teacher CF provided during tasks versus nontasks and focused versus unfocused tasks was not significantly different. However, the teachers used different strategies depending on the focus of tasks. The study did not relate the matter of open versus closed tasks to the amount and types of teacher CF. When considering learner uptake, the study found that the teachers tended to offer more uptake opportunities during relatively form-oriented activities, and the learners’ uptake was more successful when they were working in relatively form-oriented activities compared to the cases where they were in meaning-based activities. Learner uptake was not associated with whether or not tasks were open and closed.

목차

I. Introduction
 II. Literature Review
  1. Interactional CF in L2 Learning
  2. Tasks and L2 Learning
 III. Methods
  1. Context and Data Collection
  2. Coding
 IV. Results
  1. Differences in Amount and Type of Teacher CF according to Task Types
  2. Differences in Learner Uptake Opportunities and Actual Uptake accordingto Task Types
 V. Discussion
  1. Frequency and Types of CF
  2. Uptake: Opportunities, Actual Use, and Quality
 VI. Conclusion
 References

키워드

저자

• Ji Hyun Kim [ Keimyung University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405