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- W99409311 abstract "The question of whether the English7as -aforeign language (EFL) classroom is an environment that promotes input, feedback, and the production of output that is necessary for successfUl second language learning is addressed. Such questions have arisen rwithin the context of a growing emphasis on communicative activities and student-to-student interaction in the EFL classroom and concerns abo4 the limited access to input and feedback from native speaker (NS) teachers and to native speakers outside the classroom. In order to address these concerns, the interactions of seven dyads of EFL learners were compared with that of seven dyads of English native speakers on two communication tasks. Results of the comparisons revealed that learner-learner dyads were not significantly different from learner-NS dyads with respect to their contributions of input, feedback, and output as they participated in the common communication tasks. Results of the study thus supported the EFL environment as a learning environment; however, linguistic inaccuracies on the learners' parts suggested that in addition to communicative activities, more targeted, grammar-oriented approaches may also be in order. Six tables and 39 references are included. (Author/KFT) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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- W99409311 date "2000-03-01" @default.
- W99409311 modified "2023-09-27" @default.
- W99409311 title "Is the EFL Environment a Language Learning Environment" @default.
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