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Article Dans Une Revue Procedia - Social and Behavioral Sciences Année : 2015

The Multimodality of Corrective Feedback in Tandem Interactions (with Camille Debras - 1st author- and Sylwia Scheuer)

Résumé

Language tandem interactions provide a unique collaborative learning environment, as each participant takes turns being the native and the non-native side of the dialogue (Brammerts & Calvert, 2003, ). Although corrective feedback (CF) has received considerable attention in SLA literature (Lyster & Ranta, 1997, , Sheen & Ellis, 2011, ), relatively little is known about CF occurring in these non-institutional peer-to-peer native/non-native interactions. We hypothesize that participants will mobilize resources that they share despite their different mother tongues and L1 cultures, namely non-verbal ones (prosody, gestures). Based on the qualitative yet systematic analysis in ELAN of 4 video recordings of interactions between French and English native speakers from the SITAF corpus (Horgues & Scheuer, 2013), we analyze CF focus, CF type, and the multimodal resources used for CF. Our study shows that CF is a highly multimodal activity (more than 86% of the time), identifies the main non-verbal resources used for CF request, provision and uptake and analyses the participants’ consistent idiosyncratic multimodal CF strategies.
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Dates et versions

halshs-01353979 , version 1 (16-08-2016)

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  • HAL Id : halshs-01353979 , version 1

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Céline Horgues, Camille Debras (1), Sylwia Scheuer. The Multimodality of Corrective Feedback in Tandem Interactions (with Camille Debras - 1st author- and Sylwia Scheuer). Procedia - Social and Behavioral Sciences, 2015, 212, pp.16-22. ⟨halshs-01353979⟩
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