Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke the target language in class. Using categories and functions from classroom interaction research and corrective feedback research, L2 English and L3 French teachers’ response patterns to learner target language output were identified and compared. Findings indicated that L2 English teachers taught in a meaning- and fluency-oriented context, frequently...

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