Rétroaction corrective et reprise dans le contexte de l’apprentissage en tandems Français-Anglais à l’université

The paper aims to present the various modes of corrective feedback used by French-English face-to-face Tandem partners in an experiment led with students at Sorbonne Nouvelle in 2013 and to compare them with those used by language teachers. With reference to the existing literature on the topic including such issues as implicit or explicit corrective feedback and the efficiency of the different modes (Lyster & Ranta, 1997), positive and negative evidence (Gass, 2005), as well as noticing (Schmidt, 1990, Ellis, 2003, Dörnyei, 2009), the authors will examine whether a similar didactic positioning can be found among the 20 pairs of tandem partners of the corpus, or if it is radically different from that of teachers. What types of errors do they correct, when and in what form? Can differences be observed due to their different schooling background? In a situation where the hierarchical relation between teacher and learner is replaced by a symmetric one based on role reversibility and reciprocity, are students using specific precautions when they provide corrective feedback? Do they show evidence of their didactic expertise and is it comparable to the corrective practices of language professionals such as teachers? The paper will eventually propose to position tandem partners on a continuum from a null to a full taking charge of the corrective feedback and may be of interest for language professionals in general.