简说成人第二语言课堂上几种纠错反馈和领会模式

A brief comment on the patterns of corrective feedback and uptake in an adult ESL classroom

加拿大麦克基尔大学潘诺娃和莱斯特的一项研究的数据库包括10个小时的录像互动,互动的内容是根据莱斯特和冉塔(1997)提出的纠错对话模式进行编制的。其结果表明,研究者对改换和翻译这一类含蓄性的重述反馈情有独钟,而对鼓励学生自我纠错的其他反馈形式则束之高阁。这将导致学生领会和即时纠正错误的几率很低。文章基于下面的假设对这些研究结果进行了讨论:学习第二语言的学生从纠正错误和产出过程中获益非浅,而当他们作为单一的听力对象时则收效甚微。

Panova and Lyster are the professors of MeGill University in Canada. The database of their research consists of 10 hours of transcribed interaction, coded in accordance with the categories identified in Lyster and Panova＇s（ 1977 ）model of corrective discourse. The results reveal a clear preference for implicit types of reformulative feedback , namely, recasts and translation, leaving little opportunity for other feedback types that encourage learner - generated repair. Consequently, rates of learner uptake and immediate repair of error are low in this classroom, These results are discussed in relation to the hypothesis that L2 learners may benefit more from retrieval and production processes than from only hearing target forms in the input.