Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom

Autor/inn/en	Sippel, Lieselotte; Jackson, Carrie N.
Titel	Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom
Quelle	In: Foreign Language Annals, 48 (2015) 4, S.688-705 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12164
Schlagwörter	Feedback (Response); German; Second Language Learning; Second Language Instruction; Teaching Methods; Error Correction; Morphemes; Pretests Posttests; Experimental Groups; Metalinguistics; Instructional Effectiveness; Grammar; Control Groups; Peer Evaluation + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Morphem; Metalanguage; Metasprache; Unterrichtserfolg; Grammatik
Abstract	This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule-based structure) and past participle formation (an item-based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer feedback condition, or a control group. Learners in the teacher feedback group were corrected by their course instructor, while learners in the peer feedback group were trained to provide guidance to each other at the beginning of a two-day instructional treatment. Results from both an immediate and delayed posttest showed that while both experimental groups significantly improved in grammatical accuracy with both auxiliary selection and the past participle, the largest improvement was seen among the learners in the peer feedback group. These findings suggest that peer corrective feedback heightens learners' awareness of linguistic forms and that learners who provide such feedback may benefit not only from receiving but also from providing it. The results further demonstrate that peer feedback can be effective with less-proficient learners and with different types of grammatical structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01