Le strategie di gestione dell'errore nel contesto della glottodidattica delle lingue neolatine
Regan, Kevin L.
De Fina, Anna
Second Language Acquisition is a relatively new field that has exponentially grown in its forty years. One of the areas that has rapidly developed is the study of error correction in classroom interaction, or corrective feedback. Corrective feedback is the practice in education of a teacher giving either formal or informal feedback on various didactic tasks. The strategies can range from recasts to explicit corrections, to metalinguistic feedback, to elicitations, to negative evaluations. An uptake is the student's response to the professor's corrective feedback and can range from repair, to needs repair, to acknowledge. With a focus on corrective feedback strategies present within Romance language classrooms (French, Italian, Spanish, and Portuguese) at Georgetown University, this paper examines what kinds of interactions happen within these contexts and how the interactions may vary across these languages. The data for this descriptive classroom study were collected from eight different classrooms (levels Basic and Intermediate, when possible, for each language) via audio recordings. The errors presented in the classroom interaction were codified, and then, using a taxonomy based on Lyster and Ranta's (1997) seminal work, resulting prompts and uptakes were coded. The data generated on the total amount of errors, the types of corrective strategies used, and the ratio of corrections to uptakes showed variability among the languages; one of the influencing factors seems to have been the didactic activities used within the classroom. The findings replicate and confirm a consistent pattern reported in previous literature: recasts are the most common form of corrective feedback. More importantly, this research challenges the assumption that recasts are not successful in eliciting uptakes, in fact, it shows the exact opposite. Contextualized properly, the various methods of error correction used in the lessons observed can demonstrate whether they are/are not applicable to other language contexts, other language levels, or other didactic means.
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