Negative feedback on task repetition: ESL vs. EFL child settings
Research on task repetition in second language (L2) learning has shown the benefits of this practice for subsequent L2 learning. However, as with much L2 research, most studies on task repetition have focused on adults and there is a dearth of research in this area involving young children. This stu...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/45623 |
| _version_ | 1848757337469222912 |
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| author | Azkarai, A. Oliver, Rhonda |
| author_facet | Azkarai, A. Oliver, Rhonda |
| author_sort | Azkarai, A. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Research on task repetition in second language (L2) learning has shown the benefits of this practice for subsequent L2 learning. However, as with much L2 research, most studies on task repetition have focused on adults and there is a dearth of research in this area involving young children. This study examines the effect of task repetition on two forms of negative feedback (NF), recasts and negotiation of meaning (NoM) strategies, available to children in an English as a second language (ESL) setting (Australia) and in an English as a foreign language (EFL) setting (Spain). Participants were 7–8 years old and worked in pairs on a spot-the-differences task at two testing times (time 1 [T1] and time [T2]). Differences were reported in the provision and use of NF from T1 to T2, and between the ESL and EFL group: feedback was provided and used significantly more at T2, and especially by the ESL group, but EFL learners made more errors and used different NoM strategies than ESL learners. The results are discussed in light of recent research on task repetition. |
| first_indexed | 2025-11-14T09:26:29Z |
| format | Journal Article |
| id | curtin-20.500.11937-45623 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:26:29Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-456232019-04-01T05:42:54Z Negative feedback on task repetition: ESL vs. EFL child settings Azkarai, A. Oliver, Rhonda Research on task repetition in second language (L2) learning has shown the benefits of this practice for subsequent L2 learning. However, as with much L2 research, most studies on task repetition have focused on adults and there is a dearth of research in this area involving young children. This study examines the effect of task repetition on two forms of negative feedback (NF), recasts and negotiation of meaning (NoM) strategies, available to children in an English as a second language (ESL) setting (Australia) and in an English as a foreign language (EFL) setting (Spain). Participants were 7–8 years old and worked in pairs on a spot-the-differences task at two testing times (time 1 [T1] and time [T2]). Differences were reported in the provision and use of NF from T1 to T2, and between the ESL and EFL group: feedback was provided and used significantly more at T2, and especially by the ESL group, but EFL learners made more errors and used different NoM strategies than ESL learners. The results are discussed in light of recent research on task repetition. 2016 Journal Article http://hdl.handle.net/20.500.11937/45623 10.1080/09571736.2016.1196385 fulltext |
| spellingShingle | Azkarai, A. Oliver, Rhonda Negative feedback on task repetition: ESL vs. EFL child settings |
| title | Negative feedback on task repetition: ESL vs. EFL child settings |
| title_full | Negative feedback on task repetition: ESL vs. EFL child settings |
| title_fullStr | Negative feedback on task repetition: ESL vs. EFL child settings |
| title_full_unstemmed | Negative feedback on task repetition: ESL vs. EFL child settings |
| title_short | Negative feedback on task repetition: ESL vs. EFL child settings |
| title_sort | negative feedback on task repetition: esl vs. efl child settings |
| url | http://hdl.handle.net/20.500.11937/45623 |