Individual feedback consultations in Japanese tertiary EFL: a systemic semiotic exploration

Thomas Amundrud

    Research output: Contribution to journalArticlepeer-review


    Teachers often advise students on their classwork, but the discourse features of this activity have not been widely studied. Moreover, while corrective feedback (e.g., Bitchener, 2008) has been subject to extensive study in SLA, the classroom discourse in which it occurs has received little attention. This paper examines one phenomenon, called the individual student feedback consultation, that was found in data collected from two Japanese tertiary EFL courses and appears to fit the characteristics of a genre, or ‘a staged, goal-oriented, purposeful activity’ where speakers interact (Martin, 2010, p. 19). This study is situated within systemic functional linguistics and multimodal discourse analysis, and specifically the study of curriculum genres. Five samples from a larger audio-video corpus were analysed for lexicogrammatical, discourse semantic, and multimodal features. Following this analysis, four obligatory stages – Opening, Conferring, Advice, and Closing – were found in all consultations. After presenting the analyses of each stage, this paper closes by discussing possible implications of researching individual student feedback consultations for EFL/ESL teaching and teacher training, as well as for corrective feedback research.
    Original languageEnglish
    Pages (from-to)40-64
    Number of pages25
    JournalEnglish Australia Journal
    Issue number2
    Publication statusPublished - 2015


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