Second Language Acquisition Processes in the Classroom: Learning Japanese

By Amy Snyder Ohta | Go to book overview

Chapter 4—
A Learner-Centered Analysis of Corrective Feedback as a Resource in Foreign Language Development

Language teachers and researchers have long had an interest in the role of corrective feedback in classroom language learning. This chapter contributes to the previous literature on corrective feedback in second and foreign language classrooms by analyzing corrective feedback from a learner-centered perspective. This is accomplished by considering how corrective feedback functions in the different classroom settings in which the seven learners participate, including both the teacher-fronted and peer learning settings. The approach is developmental in its concern regarding how corrective feedback impacts particular learners over time. Corrective feedback is analyzed as one of the affordances available to learners in the ZPD. This chapter represents a significant departure from previous classroom-oriented work, which has placed primary focus on the behavior of teachers as providers of corrective feedback, and that has not shown how corrective feedback impacts particular learners as a lesson progresses. Much of the classroom-focused research was conducted before today's emphasis on the use of language learning tasks, when language teaching was arguably a more teacher-fronted enterprise. In many college and university foreign language classrooms today, however, teachers not only teach in a traditional sense of conveying information; teachers often work as facilitators of language learning tasks which learners do with one another. These interactive experiences form the building blocks of language development. How corrective feedback functions in both teacher-fronted and peer interactive contexts, and the roles of both teachers and learners in corrective feedback episodes have not been well investigated.

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