本稿是研究教師以「Focus on Form」指導法，對學生的日文作文給予「否定反饋」的效用，以 LARP at SCU語料庫，教師對學生進行訪談的部分為探討對象，釐清否定反饋的內容特徵。所謂「否定反饋」是：教師針對學生作文，表達不妥當之處，為促進學生自我訂正，給予明示或暗示的提醒，引發修正的訊息。每次 20分鐘的「否定反饋」錄音紀錄，平均 4~6個修正處，本研究以此為一個反饋單位，探討 5位日籍教師對初級學生(大一下學期)所進行的 5次訪談，總計 500分鐘的對談語料。教師的判斷經常是依據經驗、認知、對作文的容許度，瞬間所下的決定，同時看著學生的反應、理解度，不斷變換調整使用的技巧。本文以 ①25筆的訪談語料看出共同特徵傾向②使用的「否定反饋」技巧的基本手法③隨著學生水準提高，教師「否定反饋」技巧變化為研究課題。結果發現，雖然隨著學生水準提高，教師的「否定反饋」技巧並無變化，但是，教師判斷需提出修正的「項目」是具有共通性的；另外，「否定反饋」基本技巧有提示型、選擇型、類推型、反問型、說明型、間接暗示型等；而且，在注意學生自己進行調整時，顯示出：「保留正確答案」「催促思考」「多用疑問句」「不斷進行意義交涉」「使用高次語言說明」等共同原則。

This paper studies the negative feedbacks and its effects on students’ Japanese composition. We use the data from LARP (Language Acquisition Research Project) at SCU Corpus and record 25 interviews from 5 Japanese teachers and their feedbacks to first year Japanese students’ compositions. We have recorded a total of 500 minute recordings and divided them into the first and second draft feedback sections. Negative feedback is defined as the one on one negotiation between teacher and student. It aims to encourage students to find out their mistakes through the interactions with their teachers which can include techniques such as explicit feedback, explanation, clarification, confirmation check and recast. In each of the 20 minute recorded negotiation, we focus on 4-6 mistakes and base our analyses on the techniques and its effects on the updated drafts. We hope to find out which technique(s) will be most effective for students’ writing comprehension. Our results show that there is no significant difference in teachers’ correcting strategies but there are commonalities in what a teacher will correct on a student’s composition.