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Interactional feedback as instructional input: A synthesis of classroom SLA research

(2010) Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition , 1 (2) pp. 276-297. 10.1075/lia.1.2.07lys. Green open access

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Abstract

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 provision of feedback has proven more effective than no feedback, there are still many variables that mediate the effectiveness of interactional feedback. This article synthesizes a set of classroom studies of interactional feedback taking into account four mediating variables: (a) feedback types, (b) instructional setting, (c) learners’ age, and (d) linguistic targets. The synthesis leads to the conclusion that prescriptions to use only “implicit negative feedback” at the expense of other more overt types of interactional feedback are not supported by classroom research. The article closes with a recommendation for teachers to adopt a wide variety of interactional feedback techniques in accordance with a range of contextual, individual, and linguistic variables.

Type: Article
Title: Interactional feedback as instructional input: A synthesis of classroom SLA research
Open access status: An open access version is available from UCL Discovery
DOI: 10.1075/lia.1.2.07lys
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: interactional feedback, instructional input, second language acquisition, classroom research, second language pedagogy
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10066737
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