This classroom study investigated the effectiveness of form-focused instruction and peer feedback training to improve grammatical accuracy and thereby maximize learning opportunities during peer interaction. Eighty-seven third-semester learners of German were assigned to a PI group (peer interaction only), an FFI group (peer interaction and form-focused instruction), or a PFT group (peer interaction, form-focused instruction, and peer feedback training). During an instructional intervention over 3 class periods, participants in all 3 groups engaged in the same peer interaction activities, but only the FFI group and the PFT group received form-focused instruction on the grammatical target structure, the German present perfect tense. Critically, only the PFT group was trained to provide corrective feedback to peers. Results from a pretest and two posttests, all of which included an oral production task and an error correction task, showed that peer interaction was effective when combined with form-focused instruction, but more effective when peer feedback training was also provided to learners. These results underscore the importance of instruction on peer feedback for more successful peer interaction activities.

这项课堂研究调查了以形式为中心的指导和同伴反馈训练的有效性，以提高语法准确性，从而在同伴互动期间最大程度地提高学习机会。将87名第三学期德语学习者分配到PI组（仅对等交互），FFI组（对等交互和以形式为中心的指导）或PFT组（对等交互，以形式为中心的指导和对等反馈）训练）。在3个课堂上的教学干预中，所有3个小组的参与者都参加了相同的同伴互动活动，但是只有FFI组和PFT组接受了针对语法目标结构的形式集中的指导，德语表现出完美的时态。至关重要的是，只有PFT小组接受了培训，可以向同龄人提供纠正反馈。前测和两个后测的结果（包括口头制作任务和错误纠正任务）表明，同伴互动与以形式为中心的教学结合起来是有效的，但是当同伴反馈培训也提供给学习者时，互动会更有效。这些结果强调了关于同伴反馈的指导对于更成功的同伴互动活动的重要性。