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1、SSLA,28,237–267+PrintedintheUnitedStatesofAmerica+DOI:10+10170S0272263106060116USINGSTIMULATEDRECALLTOINVESTIGATENATIVESPEAKERPERCEPTIONSINNATIVE-NONNATIVESPEAKERINTERACTIONCharlenePolio,SusanGass,andLauraChapinMichiganStateUniversityImplicitnegativefeedbackhasbeensho
2、wntofacilitateSLA,andtheextenttowhichsuchfeedbackisgivenisrelatedtoavarietyoftaskandinterlocutorvariables.Thebackgroundofanativespeaker(NS),intermsofamountofexperienceininteractionswithnonnativespeak-ers(NNSs),hasbeenshowntoaffectthequantityofimplicitnega-tivefeedback
3、(namelyrecasts)inaclassroomsetting.ThisstudyexaminestheeffectofexperienceandusesstimulatedrecalltoattempttounderstandtheinteractionalpatternsoftwogroupsofNSs(withgreaterandlesserexperience)interactingwithsecondlan-guage(L2)learnersoutsideoftheclassroomcontext.Twogroup
4、sofNSsofEnglisheachcompletedaninformationexchangetaskwithaL2learner:Thefirstgroupconsistedof11preserviceteacherswithminimalexperiencewithNNSs,whereasthesecondgroupincluded8experiencedteacherswithsignificantteachingexperience.Imme-diatelyafterthetask,eachNSparticipated
5、inastimulatedrecall,view-ingavideotapeoftheinteractionandcommentingontheinteraction.Thequantitativeresultsdidnotshowastrongdifferenceinthenum-berofrecastsusedbythetwogroups,butitdidshowadifferenceinthequantityofNNSoutputbetweenthetwogroups.Thisfindingwascorroboratedby
6、thestimulatedrecalls,whichshowedthatthosewithexperience—whoclearlysawthemselvesaslanguageteachersevenoutsideoftheclassroom—hadstrategiesforandconcernsaboutgettingthelearnerstoproduceoutput.Additionally,theexperiencedteachersshowedgreaterrecognitionofstudentcomprehensi
7、on,stu-dentlearning,andstudentproblems.Thosewithlittleexperienceweremorefocusedonthemselves,onstudentfeelings,andonproce-duralandtask-relatedissues.Addresscorrespondenceto:CharlenePolio,EnglishLanguageCenter,A-714WellsHall,MichiganStateUniversity,E+Lansing,MI48824;e-m
8、ail:polio@msu+edu+©2006CambridgeUniversityPress0272-2631006$12+00237238CharlenePolio,SusanGass,andLauraChapinTheroleoffeedba
