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A Case Study of Reactive Focus on Form through Negotiation on Spoken Errors: Does It Work for All Learners?
Abstract:This case study investigates the effects of reactive focus on form through negotiation on the linguistic development of an adult EFL learner in an exclusive private EFL classroom. The findings revealed that in this classroom negotiated feedback occurred significantly more often than non-negotiated feedback. However, it was also found that in the long run the learner was significantly more successful in correcting his own errors when he had received nonnegotiated feedback than negotiated feedback. This study, therefore, argues that although negotiated feedback seems to be effective for some learners in the short run, it is non-negotiated feedback which seems to be more effective in the long run. This long lasting effect might be attributed to the impact of schooling system which is itself indicative of the dominant culture, or to the absence of other interlocutors in the course of interaction.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1071514Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1067
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