The provision of corrective feedback during oral interaction has been deemed an essential element for successful second language acquisition (Gass & Mackey, 2015a). However, corrective feedback—especially corrective feedback provided by peer interlocutors—remains understudied in naturalistic settings. The present mixed methods study aimed to identify the target and type of corrective feedback provided by both native-speaker and peer interlocutors during conversation groups while abroad. U.S. study abroad students (N= 19) recorded group conversations with native speakers (N= 10) at the beginning, middle, and end of a 6-week stay in Barcelona, Spain. Results indicate a significant decrease in the provision of corrective feedback by both native speakers and peer learners over the course of the program. Qualitative analyses revealed that both learners and natives alike engage in negotiations for meaning throughout the program, which for learners resulted in successful recall on tailor-made quizzes. The use of the first language by both the study abroad students and the native speakers promoted these opportunities in some instances. Results are discussed in terms of their contribution to the study abroad literature as well as to research into the effects of feedback on second language development.

中文翻译：

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出国留学期间纠正反馈的机会：一种混合方法

在口头互动过程中提供纠正反馈被认为是成功习得第二语言的基本要素（Gass & Mackey，2015a）。然而，纠正性反馈——尤其是同伴对话者提供的纠正性反馈——在自然主义环境中仍未得到充分研究。目前的混合方法研究旨在确定母语者和同伴对话者在国外对话组中提供的纠正反馈的目标和类型。美国留学生（ñ= 19) 记录与母语人士的小组对话 (ñ= 10) 在西班牙巴塞罗那逗留 6 周的开始、中间和结束时。结果表明，在项目过程中，母语人士和同伴学习者提供的纠正性反馈显着减少。定性分析表明，学习者和当地人都参与了整个项目的意义谈判，这对学习者来说导致成功回忆起量身定制的测验。在某些情况下，留学学生和母语人士都使用第一语言促进了这些机会。结果讨论了他们对出国留学文献的贡献以及对反馈对第二语言发展的影响的研究。