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dc.contributor.author Choi, Yun Deok en_US
dc.date.accessioned 2011-06-09T21:40:39Z en_US
dc.date.available 2011-06-09T21:40:39Z en_US
dc.date.issued 2007 en_US
dc.identifier.uri http://hdl.handle.net/10125/20183 en_US
dc.description.abstract Despite a lot of empirical supports for the benefits of meaning negotiation with peers, little has been reported in its descriptive nature. Thus, the present study investigates corrective feedback and learner uptake during a small group discussion session. It also investigates learners’ perception on their peers’ feedback to their erroneous utterances. Interaction data from the seven participants’ class discussion were analyzed based on Lyster and Ranta’s (1997) ‘error treatment sequence’ and Lyster’s (1998) coding scheme. Also, survey asked about students’ perception on their peers’ feedback in terms of frequency and effectiveness. The results indicated that learners hardly provided feedback in response to their peer’s erroneous utterance in a natural instructional setting. As a result, they also rarely had a chance to uptake in response to the feedback. However, they showed quite positive attitudes toward the peer feedback and their uptake following it. The study has pedagogical implication that adequate selection of task types has significant importance for facilitating meaningful negotiation. en_US
dc.format.extent 37 pages en_US
dc.subject corrective feedback en_US
dc.subject peer feedback en_US
dc.subject uptake en_US
dc.subject negative evidence en_US
dc.subject error correction en_US
dc.title Corrective Feedback and Learner Uptake during a Small Group Activity in an ELI Context en_US

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