Extensive research literature suggests that corrective feedback (CF), when effective, has a beneficial impact on the development of learners’ interlanguage. This is because CF provides learners with language data concerning the correctness of their utterances and thus pushes their oral production towards greater clarity, accuracy and comprehensibility. However, CF has been found to be considerably scarce during classroom interactions. In an attempt to understand its scarcity, the present study investigates the interplay between the amount of CF provided by teachers and learner peers and the effects of their beliefs during uncontrolled classroom interactions at a Mexican university. By combining data collected from recorded classroom interactions, teacher interviews and learner focus groups, the findings show that there was a considerable number of errors which were avoided and not corrected by the teachers and learners during the classroom interactions. The findings also suggest that the scarcity of CF was in response to the teachers’ and learners’ conflicting beliefs about CF. This study provides a great opportunity to direct research towards the effects of teachers’ and learners’ beliefs on providing and receiving CF during classroom interactions, and find ways through which a socio-affective climate can be promoted in the language classroom in order to facilitate the provision of CF.

中文翻译：

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探索教师和学习者的信念的影响：在不受控制的EFL课堂互动过程中缺乏纠正性反馈

大量的研究文献表明，纠正反馈（CF）有效时，对学习者中介语的发展具有有益的影响。这是因为CF为学习者提供了有关话语正确性的语言数据，从而使他们的口语表达更加清晰，准确和易于理解。但是，已经发现在课堂互动中CF非常稀缺。为了理解其稀缺性，本研究调查了在墨西哥一所大学中不受控制的课堂互动期间，教师和学习者同伴提供的CF量与他们的信念影响之间的相互作用。通过结合从记录的课堂互动，老师访谈和学习者焦点小组收集的数据，调查结果表明，在课堂互动过程中，教师和学习者避免并没有纠正很多错误。研究结果还表明，CF的稀缺是对教师和学习者对CF的相互矛盾观念的回应。这项研究提供了一个很好的机会，可以直接研究教师和学习者的信念在课堂互动过程中对提供和接受CF的影响，并找到可以在语言课堂中促进社会情感氛围的方式，以促进提供CF。