Chapter 7. Immediate versus delayed oral negative feedback
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Gisela Granena
Abstract
Long’s Interaction Hypothesis (1981, 1983) provides a theoretical framework for understanding how interaction can contribute to second language (L2) acquisition. Specifically, negative feedback provided during interaction is viewed as a feature that can facilitate L2 development by drawing learners’ attention to problematic forms (Long, 1996). Long’s influential hypotheses were originally formulated in the context of face-to-face conversational interaction and, therefore, negative feedback was understood as feedback that is provided immediately to the learner in oral conversation. However, negative feedback cannot always be provided immediately to L2 learners. In distance language learning settings where the L2 is learned online and where communication between learner and instructor may take place asynchronously, feedback cannot be provided during a communicative task and it is provided at a later time, for example, at the end of a teaching unit.
Abstract
Long’s Interaction Hypothesis (1981, 1983) provides a theoretical framework for understanding how interaction can contribute to second language (L2) acquisition. Specifically, negative feedback provided during interaction is viewed as a feature that can facilitate L2 development by drawing learners’ attention to problematic forms (Long, 1996). Long’s influential hypotheses were originally formulated in the context of face-to-face conversational interaction and, therefore, negative feedback was understood as feedback that is provided immediately to the learner in oral conversation. However, negative feedback cannot always be provided immediately to L2 learners. In distance language learning settings where the L2 is learned online and where communication between learner and instructor may take place asynchronously, feedback cannot be provided during a communicative task and it is provided at a later time, for example, at the end of a teaching unit.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- In memory of Professor Michael H. Long (1945–2021) vii
- Acknowledgements ix
- Preface xi
- About the editor and contributors xix
- Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
- Chapter 2. Taking the Long view 9
- Chapter 3. Stabilization 29
- Chapter 4. Enhanced incidental learning 77
- Chapter 5. The uncertainty principle in second language acquisition 101
- Chapter 6. Tandem interaction enhancement 113
- Chapter 7. Immediate versus delayed oral negative feedback 127
- Chapter 8. A calculus for L1 transfer 143
- Chapter 9. Age of acquisition in second language thinking 177
- Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
- Chapter 11. Performance on second language speaking tasks 211
- Chapter 12. A task-based needs analysis framework for TBLT 235
- Chapter 13. Can focus on form have an effect on language development? 257
- Index 273
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- In memory of Professor Michael H. Long (1945–2021) vii
- Acknowledgements ix
- Preface xi
- About the editor and contributors xix
- Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
- Chapter 2. Taking the Long view 9
- Chapter 3. Stabilization 29
- Chapter 4. Enhanced incidental learning 77
- Chapter 5. The uncertainty principle in second language acquisition 101
- Chapter 6. Tandem interaction enhancement 113
- Chapter 7. Immediate versus delayed oral negative feedback 127
- Chapter 8. A calculus for L1 transfer 143
- Chapter 9. Age of acquisition in second language thinking 177
- Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
- Chapter 11. Performance on second language speaking tasks 211
- Chapter 12. A task-based needs analysis framework for TBLT 235
- Chapter 13. Can focus on form have an effect on language development? 257
- Index 273
