Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads

Given the documented benefits of participation in communicative interaction (e.g., Gass varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task-based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker-nonnative speaker and nonnative speaker-native speaker, were analyzed to assess the effect of interlocutor on (1) amount of feedback, (2) opportunities for modified output, and (3) immediate incorporation of feedback.-In all dyed types, at least 30% of errors resulted in feedback, Much of which led to modified output. Analyses also revealed significant differences for amount, nature, and response to feedback according to dyad type.