TEACHER FEEDBACK AND LEARNERS' UPTAKE

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Teacher feedback and learners’ uptake contributes research on to interaction second language in language acquisition classrooms (Ellis 1990). has made However, great in strides the last (see, decade, example, Long 1983). It has shown how non-native speakers of a language negotiate for with of each other other’s non-native utterances speakers in the (their performance peers in the of classroom classroom) tasks; to clarify the mechanics the meaning turn-taking, requests for clarification or confirmation, and repair strategies and the of effect quality of of such participation factors as in task classroom type (Doughty interactions. and Pica, 1986) on the quantity and have been In Lightbown proposed & to Spada explain (1993), second four language central theoretical learning positions, are discussed: which Behaviourism, language Interactionist Cognitive view. theory, Creative Construction theory and the second verbal, Traditional invariably takes behaviourists place through believed the that process all learning, of habit whether formation. verbal This or means non- that consequently learners positive receive reinforcement linguistic input for from their speakers correct repetitions in the environment, and imitations. and of As learning a result, learners was very develop influential a set in of classrooms good habits in in the the 60’s second and 70’s. language. This view acquisition Psychologists as “the building supporting up of the knowledge cognitive systems theory tend that to can view eventually second be language on automatically for speaking and understanding” (ibid, p. 25). Basically, learners called produce pay attention and, to gradually, any aspect through of the language experience which and they practice, are trying they to use understand parts of this or knowledge empirically, quickly since it is and difficult automatically. to predict This what theory kinds of has structures not yet been will be widely automated. tested linguist The Noam Creative Chomsky, construction whose ideas theory on second has as its language main contributor learning have the influenced American advocates representations of such of position. the language Here being learners learned. are believed In other to words, “construct” these internal representations function as “mental pictures” of the target language and mental develop in predictable stages to the complete mastery of the second language. they These theories have, in one way or the other, greatly influenced pedagogic practices related to the development of second language proficiency. In Edmonson & House (1981, p. 20), we find that: “The type of English spoken in the classroom 82 Linguagem em (Dis)curso, Tubarão, v. 4, n. 1, p. 81-96, jul./dez. 2003
Marcelo Marconsin Bargiela is the clearly process a major of teaching, factor determining we teach English the type of of a English particular that is kind, learnt which there we [...] call in pedagogic discourse”. Pedagogic discourse surely presents some distinctive characteristics, which compared to spontaneous discourse seems more “ritualised” and therefore asymmetrical. According to Koch (1992, p. 70), symmetrical interactions are “... daily talks in which all participants have equal right as to the use of speech and asymmetrical one of the interactants interactions has are the interviews, control of medical speech and appointments, the power to lectures, distribute in which way he/she wishes”. it the This distinction - symmetrical and asymmetrical - has received great attention in on classrooms the part of some and how linguists this affects who study the kind the kind of language of interaction, learners which are exposed takes place to. Tsui (1995, p. 7), drawing on a study conducted by Wells (1986) reports: at Wells school, (ibid, found p 25), that in children a study that in school compares speak children’s much less language with adults at home than and home, get fewer speaking turns and ask fewer questions. The meanings that at much they express simpler. are The of a much reason smaller is that range the teachers and sentences do most they of use the are talking syntactically classroom, determine the topic of talk, and initiate most of the questions in and the requests. questions As and a result, carrying students out the are teacher’s reduced instructions. to a very passive role of answering It was seen in the foregoing discussion that several theories of acquisition have been put forward with a view to explaining the process of language acquisition theoretical and the applications position has of these been views able to to fully second capture language the intricacies pedagogy. of However, learning noa second and degree language of literacy, and understand among others, the have implications in the process factors - such most as importantly age, motivation in our case in the in language second language classroom classrooms. plays a crucial But one role thing, in at the least, development is certain: interaction of second language proficiency. As Van Lier (1988, p. 77-78) points out: Linguagem em (Dis)curso, Tubarão, v. 4, n. 1, p. 81-96, jul./dez. 2003 83
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TEACHER FEEDBACK AND LEARNERS' UPTAKE

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