Effects of Corrective Feedback on EFL Speaking Task Complexity in China's University Classroom

Autor/inn/en	Zhai, Keyu; Gao, Xing
Titel	Effects of Corrective Feedback on EFL Speaking Task Complexity in China's University Classroom
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1485472 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1485472
Schlagwörter	Foreign Countries; College Students; Second Language Instruction; Second Language Learning; English (Second Language); Feedback (Response); Speech Communication; Oral Language; Difficulty Level; Interpersonal Communication; Communicative Competence (Languages); Metalinguistics; Group Discussion; Public Speaking; China + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Schwierigkeitsgrad; Interpersonale Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Metalanguage; Metasprache; Gruppendiskussion; Vortrag
Abstract	Corrective feedback (CF) and task complexity are two important pedagogical topics in second language acquisition research in recent years, but there is few research investigating effects of CF on speaking task complexity in China's university classroom settings. This research, through conducting different versions of speaking task experiments among 24 university students in China, explores the effect of teachers' CF on English as a Foreign Language (EFL) speaking task complexity. According to the analysis of first-hand data, this research finds CF has different effects on EFL oral production with different task complexity. In simple speaking task, the effects of five kinds of CF (from largest to smallest) are listed as follows: clarification quest, metalinguistic feedback, recast, repetition and confirmation check. Regarding complex speaking task, the effects of five categorized CF are ranked from largest to smallest as follows: metalinguistic feedback, confirmation check, recast, clarification request and repetition. Improving to provide CF in pedagogical practice is an important contribution to promote EFL speaking task, so, on the basis of above research results, appropriate ways and forms of providing CF are expected to promote efficiency of CF in EFL classroom under the context of Chinese university classroom. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01