Premium
Strategies, Scaffolding, and Social Positioning in Interaction
Author(s) -
LaScotte Darren K.
Publication year - 2018
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.318
Subject(s) - corrective feedback , meaning (existential) , psychology , negotiation , scaffold , social relation , interpersonal communication , cognitive psychology , social psychology , mathematics education , computer science , sociology , social science , database , psychotherapist
The present study investigates how and when learners decide to correct one another in interaction. In exploring how two learners used strategies in interaction to scaffold or be scaffolded by their interlocutor in an effort to negotiate and communicate meaning, this study finds that the two participants primarily used recasts as their preferred form of corrective feedback. As a means to cue scaffolding by her interlocutor, each participant also used pausing and reversion to first language as strategies in communication. However, not all corrective feedback is well received. Social positioning of the speakers and how that relates to learner‐to‐learner corrective feedback is discussed; this may have an effect on the less proficient participant's motivation. Related teaching implications are raised for further consideration.