Het verbeteren van taalfouten in de vreemdetaalklas: wie, wat en hoe?

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


In order to foster opportunities for FL learning, learners should be provided with comprehensible input and should actively take part in meaningful interaction (Long 1996). Several studies in immersion settings, however, have shown that comprehensible input in meaningful interaction alone does not allow students to achieve high levels of accuracy (Lyster & Ranta 1997; Swain 1998). Some focus on form also seems to be required for learners to notice the gap (Schmidt & Frota 1986) between their interlanguage and the target language: they should be pushed to produce comprehensible and accurate output as well (Swain 1998). Corrective feedback (recasts and negotiations of form) could provide such noticing and/or comprehensible output producing opportunities.
This study explores the role of different kinds of corrective feedback in a Focus-on-FormS classroom (German as a FL in Flanders, Belgium) and is part of an experiment on the acquisition of German plurals by Dutch-speaking learners. The frequency and distribution of six corrective feedback types together with the frequency and distribution of different types of learner reactions (uptake) following each feedback type (Lyster & Ranta 1997) are discussed.
The results show that negotiations of form lead almost twice as much to learner uptake then recasts. The outcome of the negotiations of form, however, is often not very successful, since more than half of the uptake contained a new error or needed repair in some other way. After recasts there is much less but correct uptake. The question then is which strategy is to be preferred: more but incorrect uptake as part of negotiations of forms, as opposed to less but correct uptake after recasts. Findings indicate that negotiations of form are more likely to result in rule learning whereas recasts seem to favour item learning.

Long, M.H. (1996) The Role of the Linguistic Environment in Second Language
Acquisition. In W. Ritchie and T. Bhatia (eds) Handbook of Research on Second Language Acquisition (pp. 413-468). New York: Academic.
Lyster, R., & Ranta, L. (1997) Corrective Feedback and Learner Uptake: Negotiation of Form
In Communicative Classrooms. Studies in Second Language Acquisition 19: 37-66.
Schmidt, R. & Frota, S. (1986) Developing Basic Conversational Ability in a Second
Language. In R. Day (ed.) Talking to Learn. Rowley: Newbury House, 237-326.
Swain, M. (1998) Focus on form through conscious reflection. In C. Doughty & J.
Williams (eds.) Focus on Form in Classroom Second Language Acquisition.
Cambridge: Cambridge University Press, 64-81.
Original languageEnglish
Title of host publicationOnderwijsonderzoek: Redelijk eigenzinnig?!
EditorsL. Van Looy, M. Coninx, K. Lochtman
Number of pages25
ISBN (Print)978-90-5487-415-7
Publication statusPublished - 2007

Publication series

NameOnderwijsonderzoek: Redelijk eigenzinnig?!

Bibliographical note

L. Van Looy, M. Coninx, K. Lochtman


  • foreign language acquisition


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