Learner spoken output and teacher response in second versus foreign language classrooms

It is commonly agreed that learner target language output and spoken interaction are essential to communicative learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second (L2) English third (L3) French teachers responded their students when they spoke the class. Using categories functions from research corrective feedback research, L2 L3 teachers’ response patterns were identified compared. Findings indicated taught a meaning- fluency-oriented context, frequently ignoring errors providing ample content-related responses, while form-and-accuracy using varied strategies correct rarely engaging with content learners’ utterances. The article discusses some consequences this lack context shifts within subjects recommends an increased focus on contextual differences facilitate mutual transfer successful practices between contexts.