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1、SSLA,28,269–300+PrintedintheUnitedStatesofAmerica+DOI:10+10170S0272263106060128INTERACTIONALFEEDBACKANDINSTRUCTIONALCOUNTERBALANCERoyLysterMcGillUniversityHirohideMoriNihonUniversityThiscomparativeanalysisofteacher-studentinteractionintwodiffer-entinstructionalsettingsattheelementary-schoollev
2、el(18.3hrinFrenchimmersionand14.8hrJapaneseimmersion)investigatestheimmediateeffectsofexplicitcorrection,recasts,andpromptsonlearneruptakeandrepair.Theresultsclearlyshowapredominantprovisionofrecastsoverpromptsandexplicitcorrection,regardlessofinstructionalsetting,butdistinctivelyvariedstudent
3、uptakeandrepairpatternsinrelationtofeedbacktype,withthelargestpropor-tionofrepairresultingfrompromptsinFrenchimmersionandfromrecastsinJapaneseimmersion.Basedonthesefindingsandsup-portedbyananalysisofeachinstructionalsetting’soverallcommu-nicativeorientation,weintroducethecounterbalancehypothes
4、is,whichstatesthatinstructionalactivitiesandinteractionalfeedbackthatactasacounterbalancetoaclassroom’spredominantcommu-nicativeorientationarelikelytoprovemoreeffectivethaninstruc-tionalactivitiesandinteractionalfeedbackthatarecongruentwithitspredominantcommunicativeorientation.Thisresearchwas
5、supportedbyStandardResearchGrants~410-98-0175and410-2002-0988!awardedtothefirstauthorfromtheSocialSciencesandHumanitiesResearchCouncilofCanadaandbyaNihonUniversityIndividualResearchGrantfor2005awardedtothesecondauthor+AversionofthisstudywaspresentedattheSecondLanguageResearchForumheldatColumbi
6、aUniversityinOcto-ber2005+WeareespeciallygratefultotheparticipatingteachersandtheirstudentsandalsotoYingliYangforherroleasresearchassistantinaggregatingthedatasets+WethankSueGass,AlisonMackey,IlianaPanova,LeilaRanta,andtwoSSLAreviewersfortheirhelpfulcommentsonearlierversionsofthispaper+Address
7、correspondenceto:RoyLyster,McGillUniversity,3700McTavishSt+,Montreal,QCH3A1Y2,Canada;e-mail:roy+lyster@mcgill+ca;orHirohideMori,NihonUniversity,1-3-2Misaki-cho,Chiyoda-ku,Tokyo101-8360,Japan;e-mail:mori@eco+nihon-u+ac+jp+©2006CambridgeU
