* * * * * * * * * * * * * * * * * * * * * * * *
LINGUIST List logo Eastern Michigan University Wayne State University *
* People & Organizations * Jobs * Calls & Conferences * Publications * Language Resources * Text & Computer Tools * Teaching & Learning * Mailing Lists * Search *
* *
LINGUIST List 21.220

Thu Jan 14 2010

Diss: Applied Ling: Vicente-Rasoamalala: 'Teachers' Reactions to...'

Editor for this issue: Di Wdzenczny <dilinguistlist.org>


To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.html.
Directory
        1.    Leticia Vicente-Rasoamalala, Teachers' Reactions to Foreign Language Learner Output

Message 1: Teachers' Reactions to Foreign Language Learner Output
Date: 10-Jan-2010
From: Leticia Vicente-Rasoamalala <letivicrahotmail.com>
Subject: Teachers' Reactions to Foreign Language Learner Output
E-mail this message to a friend

Institution: Universitat de Barcelona
Program: Lingüística Aplicada. Descripció i Interacció Lingüístiques
Dissertation Status: Completed
Degree Date: 2008

Author: Leticia Vicente-Rasoamalala

Dissertation Title: Teachers' Reactions to Foreign Language Learner Output

Linguistic Field(s): Applied Linguistics

Dissertation Director:
Carmen Pérez-Vidal,

Dissertation Abstract:

The general objective of the dissertation is to develop a better
understanding of one recurrent practice in formal FL instruction: how
teachers react to FL learner output in classroom oral interactions. To this
end, the formal features and phenomena involved in Teacher Reaction
Episodes (TREs) are addressed. 'Teacher reactions' refer to any
instructional strategies that handle learner oral productions. In
traditional SLA research, this teacher practice has been conceptually
examined under the rubric of 'corrective feedback'.This thesis covers
multidisciplinary theoretical and methodological approaches related to
TREs. Video data collected from a case study of two Senegalese
international schools illustrate the differential effects of teacher
reactions on FL learner uptake. Through corpus-based evidence from three
immersion settings, an attempt is made to discover conditions and means for
felicitous TREs in acquisitional terms. Learners receiving metalinguistic
feedback appear to generate more uptake than those receiving recasts.



Read more issues|LINGUIST home page|Top of issue




Please report any bad links or misclassified data

LINGUIST Homepage | Read LINGUIST | Contact us

NSF Logo

While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed
on its pages, it cannot vouch for their contents.