John Benjamins Publishing Company
Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China
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Abstract
This chapter reports on a study that investigated patterns of corrective feedback observed in teacher – student and student – student interaction in a task-based EFL class at a medium-sized university in China. Eight hours of classroom interaction data were analyzed for various types of feedback and uptake. Despite the large class size and the students’ unfamiliarity with a teaching methodology that is very different from the traditional Chinese way of learning and teaching the study found frequent interaction in the classroom characterized by teacher feedback to the students’ non-target-like utterances and students’ response to the feedback. These findings were interpreted in terms of characteristics of task-based interaction observed in the study, the principles or practices of TBLT in the context of the current study, and the factors affecting the classroom interaction. The main implication of this study is that active student participation was enhanced by the students’ willingness to accept new methodologies and modes of learning that are vastly different from their past learning experiences, from their beliefs about learning, and from the traditional methodologies they were accustomed to.
Abstract
This chapter reports on a study that investigated patterns of corrective feedback observed in teacher – student and student – student interaction in a task-based EFL class at a medium-sized university in China. Eight hours of classroom interaction data were analyzed for various types of feedback and uptake. Despite the large class size and the students’ unfamiliarity with a teaching methodology that is very different from the traditional Chinese way of learning and teaching the study found frequent interaction in the classroom characterized by teacher feedback to the students’ non-target-like utterances and students’ response to the feedback. These findings were interpreted in terms of characteristics of task-based interaction observed in the study, the principles or practices of TBLT in the context of the current study, and the factors affecting the classroom interaction. The main implication of this study is that active student participation was enhanced by the students’ willingness to accept new methodologies and modes of learning that are vastly different from their past learning experiences, from their beliefs about learning, and from the traditional methodologies they were accustomed to.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
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Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
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Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
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Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
