期刊名称：K@ta: A Biannual Publication on the Study of Language and Literature
印刷版ISSN：1411-2639
出版年度：2013
卷号：15
期号：2
页码：117-124
DOI：10.9744/kata.15.2.117-124
语种：English
出版社：Petra Christian University
摘要：This study reports the teacher‟s oral positive and corrective feedback in a classroom interaction in ESL young learner context in Indonesia.The study was conducted in a primary one class of a newly-established international school where English was used as the medium of instruction not only in English class but also in almost all subjects.It was revealed that the teacher employed more positive feedback than corrective feedback in the interaction,and in employing positive feedback the teacher preferred to utilize non-verbal cues (paralinguistic strategy) and praise markers.However,there was a potential ambiguity in employing praise markers.In employing negative/corrective feedback,the teacher tended to use explicit feedback rather than implicit feedback.Besides the above,corrective feedback was used to expand conversation,scaffold learning and negotiate meaning and form.
