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

Date
2005-01-01
Authors
Lee, Lina
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Heinle Cengage Learning
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2005
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147
Ending Page
176
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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.
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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
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