A Study of Types, Characteristics, and Corrective Length of Elicitation in Relation to Learner Uptake and Repairs in Two Taiwanese Junior High Classrooms

• Main Authors: Ling-Tzu Wang, 王伶慈
• Other Authors: Dr. Teh-Suan Liou
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/85550589301347064270

碩士 === 國立中正大學 === 外國語文研究所 === 99 === This study explored the types, characteristics, and correction length of elicitation and their relationships to learner uptake and repairs in two Taiwanese junior high classrooms. Two female English teachers participated in the present study. One teacher and her students were from a private middle school located in Chiayi County and the other and her students were from a public school located in Taichung County. Data were collected from 22.5 hours of classroom observation, field notes, questionnaires, and interviews with teachers. The study adopted qualitative and quantitative methods to analyze transcripts. The results of the study revealed that the teachers utilized eight types and six characteristic patterns of elicitation. The eight types were clarification requests, metalinguistic feedback, completion elicitation, repetition of errors, repetition of original questions, alternative choices, confirmation checks, and multiple feedback. The six characteristic patterns of elicitation were prompt, unmarked, marked, prompt + marked, marked + enhancement, and prompt + enhancement + marked. As for the types of elicitation, the teachers more frequently utilized multiple feedback, metalinguistic feedback and completion elicitation. Regarding the utilization of characteristics, prompts, marked, and prompt + marked occurred more often. Due to the teachers’ preference and pedagogical strategies, the utilization of the two teachers was inconsistent. Moreover, the finding showed that near 90% of elicitation were responded and near 60% of errors were successfully modified. These types, multiple feedback, metalinguistic feedback and completion elicitation, and these characteristics, prompts, marked, and prompt + marked, resulted in higher amounts of learner uptake and repair. Beside, the result of the two-way chi-square test indicated that there was a relationship between one-turn error correction and learner uptake. The study concludes that elicitation makes learners not only notice the locations of the errors but also employ the clues provided by elicitation to think and reorganize their cognitive system. Elicitation also requires learner participation in their own learning process. Future research can incorporate learners’ perspectives and investigate the long-term effects of elicitation and how learners process elicitation.