Strategies of Metalinguistic and Recast Feedback during Oral Interactions

Corrective feedback has attracted much attention in recent years, this with a particular emphasis on meaning-focused language instruction. In order to compare the effectiveness of the strategies of metalinguistic and recast feedback on student uptake during oral interactions, an eight-week non-exper...

Descripción completa

Detalles Bibliográficos
Autores Principales: Tamayo, Monica Raquel, Cajas, Diego
Formato: Artículo (Article)
Lenguaje:Inglés (English)
Publicado: Universidad Distrital Francisco José de Caldas 2017
Materias:
Acceso en línea:http://hdl.handle.net/11349/18208
id ir-11349-18208
recordtype dspace
spelling ir-11349-182082019-09-19T21:23:50Z Strategies of Metalinguistic and Recast Feedback during Oral Interactions Estrategias de retroalimentación metalingüística durante las interacciones orales de estudiantes Tamayo, Monica Raquel Cajas, Diego corrective feedback metalinguistic oral interactions recast student uptake retroalimentación correctiva metalingüística reformulación respuesta del estudiante interacciones orales Corrective feedback has attracted much attention in recent years, this with a particular emphasis on meaning-focused language instruction. In order to compare the effectiveness of the strategies of metalinguistic and recast feedback on student uptake during oral interactions, an eight-week non-experimental study was conducted. This study comprised thirty participants distributed in two classes. One group of 16 students was exposed to metalinguistic feedback and the other group of 14 students to recast. The selected students were aged from 18 to 20 year-old and were attending the eighth course of the English Foreign Language Program in a public university in Ecuador for one semester. To compare the effectiveness of the two aforementioned feedback strategies, four target structures were adopted: omission of subject, auxiliary use in questions, subject-verb agreement, and reported statements. The structures emerged from a survey which was administered to a sample of EFL teachers from the Language Center of the university. The findings of the study revealed that learners who were exposed to metalinguistic feedback outperformed their counterparts who were exposed to recast feedback. La retroalimentación correctiva ha atraído mucha atención en los últimos años, con un énfasis particular en la enseñanza del lenguaje centrada en el significado. Con el fin de comparar la eficacia de las estrategias de retroalimentación metalingüística y de reformulación en la respuesta del estudiante durante las interacciones orales, se condujo un estudio cuasi experimental de ocho semanas. Este estudio comprendió treinta participantes distribuidos en dos clases. Un grupo de 16 estudiantes fue expuesto a la retroalimentación metalingüística y el otro grupo de 14 estudiantes a la de reformulación. Los estudiantes seleccionados tenían entre 18 y 20 años de edad y asistían al octavo curso del Programa de Inglés como lenguaje extranjera en una universidad pública en Ecuador durante un semestre. Para comparar la efectividad de las dos estrategias de retroalimentación mencionadas anteriormente, se adoptaron cuatro estructuras: omisión del sujeto, uso del auxiliar en preguntas, relación sujeto-verbo, reporte de oraciones. Las estructuras seleccionadas surgieron de una encuesta que se administró a una muestra de profesores de Inglés del Centro de Idiomas de la universidad. Los hallazgos del estudio revelaron que los estudiantes que estaban expuestos a la retroalimentación metalingüística superaron a sus compañeros expuestos a la retroalimentación de reformulación. 2017-08-04 2019-09-19T21:23:50Z 2019-09-19T21:23:50Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares Peer-reviewes Article https://revistas.udistrital.edu.co/index.php/calj/article/view/11315 10.14483/22487085.11315 http://hdl.handle.net/11349/18208 eng https://revistas.udistrital.edu.co/index.php/calj/article/view/11315/12907 https://revistas.udistrital.edu.co/index.php/calj/article/view/11315/13696 https://revistas.udistrital.edu.co/index.php/calj/article/view/11315/html Copyright (c) 2017 Monica Raquel Tamayo https://creativecommons.org/licenses/by-nc-nd/4.0 application/pdf application/xml text/html Universidad Distrital Francisco José de Caldas Colombian appl. linguist. J.; Vol 19, No 2 (2017) July-December; 165-176 Colombian Applied Linguistics Journal; Vol 19, No 2 (2017) July-December; 165-176 2248-7085 0123-4641
institution Universidad Distrital Francisco José de Caldas
collection DSpace
language Inglés (English)
topic corrective feedback
metalinguistic
oral interactions
recast
student uptake
retroalimentación correctiva
metalingüística
reformulación
respuesta del estudiante
interacciones orales
spellingShingle corrective feedback
metalinguistic
oral interactions
recast
student uptake
retroalimentación correctiva
metalingüística
reformulación
respuesta del estudiante
interacciones orales
Tamayo, Monica Raquel
Cajas, Diego
Strategies of Metalinguistic and Recast Feedback during Oral Interactions
description Corrective feedback has attracted much attention in recent years, this with a particular emphasis on meaning-focused language instruction. In order to compare the effectiveness of the strategies of metalinguistic and recast feedback on student uptake during oral interactions, an eight-week non-experimental study was conducted. This study comprised thirty participants distributed in two classes. One group of 16 students was exposed to metalinguistic feedback and the other group of 14 students to recast. The selected students were aged from 18 to 20 year-old and were attending the eighth course of the English Foreign Language Program in a public university in Ecuador for one semester. To compare the effectiveness of the two aforementioned feedback strategies, four target structures were adopted: omission of subject, auxiliary use in questions, subject-verb agreement, and reported statements. The structures emerged from a survey which was administered to a sample of EFL teachers from the Language Center of the university. The findings of the study revealed that learners who were exposed to metalinguistic feedback outperformed their counterparts who were exposed to recast feedback.
format Artículo (Article)
author Tamayo, Monica Raquel
Cajas, Diego
author_facet Tamayo, Monica Raquel
Cajas, Diego
author_sort Tamayo, Monica Raquel
title Strategies of Metalinguistic and Recast Feedback during Oral Interactions
title_short Strategies of Metalinguistic and Recast Feedback during Oral Interactions
title_full Strategies of Metalinguistic and Recast Feedback during Oral Interactions
title_fullStr Strategies of Metalinguistic and Recast Feedback during Oral Interactions
title_full_unstemmed Strategies of Metalinguistic and Recast Feedback during Oral Interactions
title_sort strategies of metalinguistic and recast feedback during oral interactions
publisher Universidad Distrital Francisco José de Caldas
publishDate 2017
url http://hdl.handle.net/11349/18208
_version_ 1712444328000880640
score 12,131701