It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

This study investigates Vietnamese EFL teachers' beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the…

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers' pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their…

This two-part study aims to investigate teacher perceptions about providing oral corrective feedback (CF) to minority students of Latvian as a second language and compare the perceptions to the actual provision of CF in L2 Latvian classrooms. The survey sample represents sixty-six L2 Latvian teachers while the classroom observations involved 13…

The purpose of this exploratory longitudinal study was to evaluate the efficacy of two new forms of recasts (i.e., elaborated and paraphrased recasts), each of which was designed to be more in accordance with contested views of input processing. The effectiveness of the two new forms of recasts was compared to that of conventional standard…

Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…

This article explores how a primary school teacher utilized the frameworks of dynamic assessment (DA) and the instructional conversation (IC) within a Spanish as a foreign language classroom. DA was used to construct zones of proximal development with individuals in the classroom context. A menu of pre-scripted assisting prompts, used to respond…

The present study uses a conversation analytic framework to examine the organization of a type of classroom talk: the delayed correction sequence. Such talk occurs when teacher and students interactively correct errors after the students have completed a communicative activity. This study investigates naturally occurring instances of correction…

This article reports on a case study that examined the evolving thoughts and beliefs about corrective feedback of graduate students in applied linguistics, who were enrolled in a semester-long second language acquisition (SLA) course. Working in groups, the graduate students (students in an MA-TESL program, and doctoral students in a related…

Presents preliminary findings from a longitudinal study of French teaching and learning in two secondary schools in southern England. Focuses on a subgroup of teachers involved in the project, examining their classroom practices and beliefs about effective teaching (Author/VWL)