Oral corrective feedback (OCF) has been reported to be affected by several factors such as learners’ age, level of proficiency or the OCF types provided by the teacher. However, little research has been carried out on the variable learning context, even though OCF and uptake vary in rates and types in second language (SL) and foreign language (FL) settings. Moreover, OCF has been clearly under-researched in classrooms that follow a content and language integrated learning (CLIL) approach. As CLIL programs are being widely implemented mainly in European settings and differences in context characteristics suggest variations in OCF and learners’ uptake, the present study aimed to compare the recorded classroom interaction data (22 hours 43 minutes) from an intact class of learners (N=26) in their last year of secondary education (age 17-18), attending the lessons of an English as a FL (EFL) teacher and a Business Studies (CLIL) teacher. Findings show significant differences as to the proportion and OCF types used, as well as different learners’ behavior regarding the rates of uptake and repair and the uptake after the use of recasts. Pedagogical implications are offered as to how to maximize the potential benefits of OCF in FL classrooms.

中文翻译：

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高中 CLIL 和 EFL 课堂​​中教师的口头纠正反馈和学习者的接受度

据报道，口头纠正反馈 (OCF) 受多种因素的影响，例如学习者的年龄、熟练程度或教师提供的 OCF 类型。然而，尽管 OCF 和吸收在第二语言 (SL) 和外语 (FL) 设置中的比率和类型有所不同，但对可变学习环境的研究却很少。此外，在遵循内容和语言综合学习 (CLIL) 方法的课堂中，OCF 的研究明显不足。由于 CLIL 计划主要在欧洲环境中广泛实施，并且环境特征的差异表明 OCF 和学习者的吸收存在差异，本研究旨在比较完整班级学习者（N =26) 在中学教育的最后一年（17-18 岁），作为 FL (EFL) 老师和商业研究 (CLIL) 老师参加英语课程。调查结果显示，在使用的比例和 OCF 类型方面存在显着差异，以及不同学习者在吸收和修复率以及使用重铸后的吸收方面的行为。提供了关于如何在 FL 课堂​​中最大限度地发挥 OCF 的潜在好处的教学意义。