Exploratory Feedback and Student Interaction

Abstract

A number of studies investigating language learning have largely concentrated on scaffolded instruction. Within the field of second language acquisition, such studies are based on an approach to understanding language and discourse as a scaffolding device which serves a psychological function in its role as mediator for the development of all higher mental functions. This study investigates how exploratory feedback as an element of scaffolded instruction is realized during writing instruction for a remedial class of English. The analysis of spoken discourse during the writing lessons is used to provide a linguistic understanding of exploratory feedback as well as to demonstrate the type of student interaction that ensues as a result. Findings suggest not only ways in which instructor feedback to student response may assume an exploratory nature, but also the impact which such feedback has on student involvement in classroom discourse. The theoretical implications of this are then discussed..