It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke the target language in class. Using categories and functions from classroom interaction research and corrective feedback research, L2 English and L3 French teachers’ response patterns to learner target language output were identified and compared. Findings indicated that L2 English teachers taught in a meaning- and fluency-oriented context, frequently ignoring errors and providing ample content-related responses, while L3 French teachers taught in a form-and-accuracy context, using varied strategies to correct errors and rarely engaging with the content of the learners’ utterances. The article discusses some consequences of this lack of context shifts within subjects and recommends an increased focus on contextual differences to facilitate mutual transfer of successful practices between contexts.

人们普遍认为，学习者的目标语言输出和口语互动对于交际语言学习至关重要。这项针对挪威五所初中的基于视频的课堂观察研究调查了第二语言 (L2) 英语和第三语言 (L3) 法语教师在课堂上讲目标语言时如何回应学生。利用课堂互动研究和纠正性反馈研究的类别和功能，识别并比较了二语英语和三语法语教师对学习者目标语言输出的反应模式。调查结果表明，L2 英语教师在以意义和流利度为导向的环境中教学，经常忽略错误并提供与内容相关的充分回应，而 L3 法语教师在形式和准确性的环境中教学，使用不同的策略来纠正错误，很少参与学习者话语的内容。本文讨论了主题内缺乏背景转换的一些后果，并建议更多地关注背景差异，以促进成功实践在不同背景之间的相互转移。