Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms

  1. Ruth Milla 1
  2. María del Pilar García Mayo 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2021

Número: 18

Páginas: 149-176

Tipo: Artículo

DOI: 10.35869/VIAL.V0I18.3368 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: VIAL, Vigo international journal of applied linguistics

Resumen

Estudios previos han hallado que la retroalimentación correctiva oral (RCO) puede variar dependiendo de factores tales como la edad y el nivel de conocimiento de lengua de los aprendices o los tipos de RCO que facilita el profesor. Sin embargo, existe escasa investigación sobre la variable del contexto de aprendizaje, aunque la RCO y la respuesta de los aprendices difiere en cantidad y tipo en contextos de segunda lengua y contextos de lengua extranjera (LE). Además, la RCO apenas ha sido investigada en aulas que siguen un enfoque de aprendizaje integrado de contenido y lengua extranjera (AICLE). Debido a que los programas de AICLE se están implementando ampliamente en contextos europeos y que las diferencias entre los contextos sugieren posibles variaciones en cuanto a la RCO y la respuesta de los aprendices, este trabajo tiene como objetivo comparar la interacción oral grabada (22 horas 43 minutos) en un aula intacta (N=26) de segundo curso de bachillerato (edad=17-18) en las clases de inglés como LE con otra de estudios empresariales (AICLE). Los resultados muestran diferencias significativas en cuanto a los tipos de RCO utilizados y la respuesta de los aprendices ante las reformulaciones. Se presentan implicaciones pedagógicas relativas a cómo obtener el máximo beneficio de la RCO en aulas de LE

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Información de financiación

The authors gratefully acknowledge funding from research grant IT904-16 from the Basque Government. We are extremely grateful to Botikazahar high school for participating in the study and especially to the teachers Susana Hernández and Iñaki Valencia for allowing data collection in their classrooms.

Financiadores

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Fuente de los datos: Dialnet