CoChat
Sign Up
Cited by 506EFL/ESL Teaching and LearningLinguistics and Language AnalysisSecond Language Acquisition and Learning

INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE

Open access
Lyster, Roy, Mori, Hirohide·2006·Studies in Second Language Acquisition
DOI 10.1017/s0272263106060128
Open this paper in CoChat — free accountOpen PDF

Abstract

This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision of recasts over prompts and explicit correction, regardless of instructional setting, but distinctively varied student uptake and repair patterns in relation to feedback type, with the largest proportion of repair resulting from prompts in French immersion and from recasts in Japanese immersion. Based on these findings and supported by an analysis of each instructional setting's overall communicative orientation, we introduce the counterbalance hypothesis , which states that instructional activities and interactional feedback that act as a counterbalance to a classroom's predominant communicative orientation are likely to prove more effective than instructional activities and interactional feedback that are congruent with its predominant communicative orientation.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1017/s0272263106060128

Cites

8 of 8 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 23

  1. Allen, P+ ~1983!+ A three-level curriculum model for second-language education+ Canadian Modern Language Review, 40, 23-43+
  2. Allen, P+, Swain, M+, Harley, B+, & Cummins, J+ ~1990!+ Aspects of classroom treatment: Toward a more comprehensive view of second language education+ In B+ Harley, P+ Allen, J+ Cummins, & M+ Swain ~Eds+!, The development of second language proficiency ~pp+ 57-81!+ New York: Cambridge University Press+
  3. Ammar, A+ ~2003!+ Corrective feedback and L2 learning: Elicitation and recasts+ Unpublished doctoral dissertation, McGill University, Montreal+ Aston, G+ ~1988!+ Trouble-shooting in interaction with learners: The more the merrier? Applied Lin- guistics, 7, 128-143+
  4. Baddeley, A+, & Logie, R+ ~1999!+ Working memory: The multiple-component model+ In A+ Miyake & P+ Shah ~Eds+!, Models of working memory ~pp+ 28-61!+ New York: Cambridge University Press+
  5. Chaudron, C+ ~1988!+ Second language classrooms+ New York: Cambridge University Press+ Day, E+, & Shapson, S+ ~1991!+ Integrating formal and functional approaches to language teaching in French immersion: An experimental study+ Language Learning, 41, 25-58+ de Bot, K+ ~1996!+ The psycholinguistics of the output hypothesis+ Language Learning, 46, 529-555+
  6. Doughty, C+ ~1994!+ Finetuning of feedback by competent speakers to language learners+ In J+ Alatis ~Ed+!, GURT 1993: Strategic interaction ~pp+ 96-108!+ Washington, DC: Georgetown University Press+
  7. Doughty, C+ ~2001!+ Cognitive underpinning of focus on form+ In P+ Robinson ~Ed+!, Cognition and sec- ond language instruction ~pp+ 206-257!+ New York: Cambridge University Press+
  8. Doughty, C+, & Varela, E+ ~1998!+ Communicative focus on form+ In C+ Doughty & J+ Williams ~Eds+!, Focus on form in classroom second language acquisition ~pp+ 129-154!+ New York: Cambridge University Press+
  9. Doughty, C+, & Williams, J+ ~1998!+ Pedagogical choices in focus on form+ In C+ Doughty & J+ Williams ~Eds+!, Focus on form in classroom second language acquisition ~pp+ 197-261!+ New York: Cam- bridge University Press+
  10. Fazio, L+, & Lyster, R+ ~1998!+ Immersion and submersion classrooms: A comparison of instructional practices in language arts+ Journal of Multilingual and Multicultural Development, 19, 303-317+
  11. Fröhlich, M+, Spada, N+, & Allen, P+ ~1985!+ Differences in the communicative orientation of L2 class- rooms+ TESOL Quarterly, 19, 27-57+ Harley, B+ ~1989!+ Functional grammar in French immersion: A classroom experiment+ Applied Lin- guistics, 10, 331-359+ Harley, B+ ~1998!+ The role of form-focused tasks in promoting child L2 acquisition+ In C+ Doughty & J+ Williams ~Eds+!, Focus on form in classroom second language acquisition ~pp+ 156-174!+ New York: Cambridge University Press+
  12. Havranek, G+ ~2002!+ When is corrective feedback most likely to succeed? International Journal of Educational Research, 37, 255-270+
  13. Krashen, S+ ~1994!+ The input hypothesis and its rivals+ In N+ Ellis ~Ed+!, Implicit and explicit learning of languages ~pp+ 45-77!+ San Diego, CA: Academic Press+
  14. Lapkin, S+, & Swain, M+ ~1996!+ Vocabulary teaching in a grade 8 French immersion class: A descrip- tive case study+ Canadian Modern Language Review, 53, 242-256+
  15. Laplante, B+ ~1993!+ Stratégies pédagogiques et enseignement des sciences en immersion française: Le cas d'une enseignante @Pedagogical strategies and science teaching in French immersion: The case of one teacher#+ Canadian Modern Language Review, 49, 567-588+
  16. Lightbown, P+ ~1998!+ The importance of timing in focus on form+ In C+ Doughty & J+ Williams ~Eds+!, Focus on form in classroom second language acquisition ~pp+ 177-196!+ New York: Cambridge University Press+
  17. Long, M+ H+ ~1977!+ Teacher feedback on learner error: Mapping cognitions+ In H+ D+ Brown, C+ A+ Yorio, & R+ H+ Crymes ~Eds+!, On TESOL '77 ~pp+ 278-293!+ Washington, DC: TESOL+ Long, M+ H+ ~1991!+ Focus on form: A design feature in language teaching methodology+ In K+ de Bot, R+ Ginsberg, & C+ Kramsch ~Eds+!, Foreign language research in cross-cultural perspectives ~pp+ 39- 52!+ Amsterdam: Benjamins+ Long, M+ H+ ~1996!+ The role of the linguistic environment in second language acquisition+ In W+ C+ Ritchie & T+ K+ Bhatia ~Eds+!, Handbook of second language acquisition ~pp+ 413-468!, San Diego, CA: Academic Press+ Long, M+ H+, & Robinson, P+ ~1998!+ Focus on form: Theory, research, and practice+ In C+ Doughty & J+ Williams ~Eds+!, Focus on form in classroom second language acquisition ~pp+ 15-41!+ New York: Cambridge University Press+
  18. Lyster, R+ ~2002!+ Negotiation in immersion teacher-student interaction+ International Journal of Edu- cational Research, 37, 237-253+
  19. Mackey, A+, & Philp, J+ ~1998!+ Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338-356+
  20. Mori, H+ ~2002!+ Error treatment sequences in Japanese immersion classroom interactions at different grade levels+ Unpublished doctoral dissertation, University of California, Los Angeles+
  21. Oliver, R+ ~1998!+ Negotiation of meaning in child interactions. Modern Language Journal, 82, 372-386+
  22. Oliver, R+, & Mackey, A+ ~2003!+ Interactional context and feedback in child ESL classrooms+ Modern Language Journal, 87, 519-533+
  23. Panova, I+, & Lyster, R+ ~2002!+ Patterns of corrective feedback and uptake in an adult ESL classroom+ TESOL Quarterly, 36, 573-595+

Cited by

Sorted by citations

Authors
Lyster, R., & Mori, H.
Affiliations
  • McGill University (CA)
  • Nihon University (JP)
Venue
Studies in Second Language Acquisition
Publisher
Cambridge University Press (CUP)
Published
2006-04-21
Volume
28
Issue
2
Pages
269-300
ISSN
  • 0272-2631 (ISSN-L)
  • 1470-1545
DOI
10.1017/s0272263106060128
OpenAlex
W2133128016
Cited by
506
References
8
Citations by year
2026: 6 · 2025: 9 · 2024: 29 · 2023: 17 · 2022: 20 · 2021: 29 · 2020: 27 · 2019: 56 · 2018: 33 · 2017: 21 · 2016: 31 · 2015: 29 · 2014: 35 · 2013: 27 · 2012: 34
FWCI
116.42
Type
journal article
Language
en
Open access
Licence
www.cambridge.org/core/terms (unspecified)
Locations
  • Studies in Second Language Acquisition (publishedVersion)
  • eScholarship@McGill (McGill) (submittedVersion)
Funders
Social Sciences and Humanities Research Council of Canada
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
interactional feedback, teacher-student relationship, recasts, prompting, explicit correction, learner uptake, repair, communicative orientation, French immersion, second language acquisition, elementary school

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review