Description

Speaking as a challenging language skill demands more attention from teachers in the classroom settings which are considered as the preliminary contexts for real language use. Modified output as a linguistic element which results from negative feedback in response to incomprehensible messages sent by one of the interlocutors involved in a conversation is investigated with regard to the effect of the speakers' gender and the types of tasks, in which they are involved, on production of modified output and provision of modification devices. Studying this book will help SLA researchers and teachers to enrich their vision on the importance of dyadic task-based interaction which enhances the available opportunities for oral language production in the context of teacher-fronted language classrooms.