Oral corrective feedback: Its effects on the acquisition of english, teaching practices and teachers' and students' beliefs (original) (raw)
Related papers
2016
This article describes a methodology for researching the effects of corrective feedback in language learning. A pilot study was designed to investigate the effects of two corrective feedback-types (CF-types), re-casts and metalinguistic feedback (MF), on the acquisition of the regular and irregular past simple tense in English. The article reports on the methodological design of the pilot study and discusses the practical and theoretical issues which need to be taken into account before carrying out a larger-scale study on this topic. Four intermediate students of English at a private language school in Spain each received one of the two CF-types while telling part of a fairy tale. They then told another part of the same story without re-ceiving feedback. They could use keywords, including the infinitives of all verbs and most nouns. The sessions were recorded and the transcripts were analysed qualitatively and quantitatively. Quantitative analysis of the data revea-led the importan...
ELIA (Estudios de Lingüística Inglesa Aplicada), 2012
This article describes a methodology for researching the effects of corrective feedback in language learning. A pilot study was designed to investigate the effects of two corrective feedback-types (CF-types), recasts and metalinguistic feedback (MF), on the acquisition of the regular and irregular past simple tense in English. The article reports on the methodological design of the pilot study and discusses the practical and theoretical issues which need to be taken into account before carrying out a larger-scale study on this topic. Four intermediate students of English at a private language school in Spain each received one of the two CF-types while telling part of a fairy tale. They then told another part of the same story without receiving feedback. They could use keywords, including the infinitives of all verbs and most nouns. The sessions were recorded and the transcripts were analysed qualitatively and quantitatively. Quantitative analysis of the data revealed the importance of deciding how to calculate rates of accurate use and what to do with certain types of errors, such as self-correction and hypercorrection, and unclear forms. Some limitations of the study design were identified. One problem with the task proved to be that half of the students were consciously monitoring their past tense use. Another problem that arose was the difficulty of separating students’ knowledge of the past tense from their pronunciation. We therefore suggest pre-testing students’ pronunciation of past tense endings.
Perspectives on the Role of Oral Corrective Feedback in Developing English Language Acquisition
Abstract: This study aims at exploring the preparatory year instructors' opinions on the contributions of oral corrective feedback (OCF) to the development of learners' acquisition of English. The study investigates instructors’ background about OCF, technical and pedagogical aspects of OCF, types of OCF adopted by instructors in EFL classrooms and what attitudes they have towards OCF. Two types of research tools were used: a questionnaire, and interviews. The findings prove that OCF is a vital element of classroom feedback as it enables students to develop their EL acquisition by motivating them to take control of their EL progress. However, most instructors have no idea about the types of OCF. They use it inside their classrooms but they are unaware of the definitions of the concepts. The study recommends that some preparation work needs to be done before harnessing the power of student-to-student feedback and developing teachers’ planning opportunities for on-going individual dialogue between teachers and students. Keywords: Oral corrective feedback, Types of OCF, Provision of OCF, English Language acquisition.
This entry provides an overview of the theory, research, and pedagogy of corrective feedback (CF) in second language speech production. CF refers to responses to learners’ erroneous utterances, and the justification for its usefulness in facilitating second language (L2) development can be found in a number of L2 theories, such as the Interaction Hypothesis, the Skill Acquisition Theory, and the Sociocultural Theory. Descriptive studies have found that recasts are the most frequent feedback type in most L2 classes but they are less likely to invite learner responses, compared with prompts which encourage self-correction. Experimental studies have demonstrated that the effects of CF are constrained by a multitude of learner-internal and learner-external factors. For example, prompts are better at consolidating previous L2 knowledge while recasts are more suitable for structures learners have no previous knowledge about. On the basis of the research findings, a number of recommendations are made regarding how to effectively use CF in classroom teaching, such as making the corrective intension transparent, using a hybrid corrective package consisting of a prompt followed by a recast, using focused feedback, combining explicit instruction with CF when necessary, and providing both online and offline CF.
Teacher Feedback and the Acquisition of Simple Past Tense: A Case of EFL Learners
Journal of Studies in Education, 2015
English language teaching has been seeking new ways to teach grammar interactively. The present research looked into the crucial role of interactional feedback and focus on form in the acquisition of simple past tense in speaking tasks within a mixed-method approach. The study was conducted by the participation of 59 upper-intermediate learners between 17 to 30 years of age in 10 treatment sessions in an Iranian EFL (English as a foreign language) context. The learners were assigned into four groups of implicit, explicit, mixed, and control. The number of the structures focused in each interactional group varied, i.e. the implicit group received feedback as simple past, while the explicit was given corrective feedback (CF) on both simple past and past continuous. However, the mixed group dealt with simple past, past continuous, and also pronouns. Findings highlighted the effectiveness of CF since all the interactional groups could outperform the control group, which received no feedback type. Regarding the number of the structures focused, it was found that although implicit group only focused on a single structure, it could not outperform other groups. In other words, both explicit and mixed group performed significantly better than the implicit group in spite of being focused on more than one grammatical point. In sum, it could be inferred from the current study that the kind of feedback given to the learners, i.e. implicit or explicit, can lead to more opportunities of learning rather than being focused on a single structure. Therefore, teachers should provide learners with the correct form wherever possible without considering
Oral Corrective Feedback as an Effective Language Teaching Strategy
Humanities science current issues
Like all other kinds of human learning, language learning involves committing errors. Errors and misunderstandings occur on a daily basis in our life. In the past years, language teachers considered errors committed by learners as something undesirable which they sought to prevent from occurring. As a result, many people have a phobia that is associated with learning a foreign language. That is why it is important to convey to students that errors are a natural part of the learning process. Scientists with different views and approaches of a foreign language teaching have different points of view regarding the correction of errors. But most researchers agree that oral corrective feedback is the most common language teaching strategy, and the means of correcting mistakes are significant factors that affect the motivation of students and the success of a foreign language learning. This is mainly because it fixes various elements of language lessons, such as pronunciation and spelling. Oral corrective feedback is a broad field that helps teachers and students identify errors and eliminate them. The focus is on highlighting common errors and correcting them, allowing students to avoid them in the future. Error analysis is one of the most influential theories of second language acquisition. It deals with the analysis of mistakes made by students learning a foreign language by comparing the norms acquired by students with the norms of the target language and explaining the identified errors. Corrective feedback is an approach widely used by language teachers to assess and reflect on students' errors regarding speech and pronunciation. This strategy is also used to reduce language errors, as well as to understand how students can eliminate such errors. Corrective feedback is usually described as a verbal response used by the teacher to correct the speaker's mispronunciation or utterance. It seeks to correct phonological, syntactic, semantic, or functional inaccuracies that may be present in the speaker's speech. Moreover, many researchers believe that corrective feedback leads to the development of healthy teacher-student interaction, which is very important at language classes. Corrections in the teaching process are also considered to play a contributing and constructive role. Taking into account the purpose of teaching and keeping a number of individual factors in mind, language teachers can use appropriate error correction techniques to create a favorable learning environment for their students.
Corrective Feedback Clarifications in Second Language Acquisition
Kwansei Gakuin University Humanities Review, 2015
Corrective feedback is regarded as a crucial element in the process of developing second language acquisition (SLA); it is argued, to supply comprehensible samples of target language necessary for SLA (Long, 1988). This paper will focus on corrective feedback in language classrooms relating to oral production. Corrective feedback as an instructional device is when a teacher corrects the utterance of a learner’s error; it has both explicit and implicit modes. Recasts as a form of implicit corrective feedback is both an efficient and effective corrective tool in the language classroom that is arguably misunderstood in the English as a foreign language (EFL) context as lazy teaching.
©ARC Page | 5 Corrective Feedback in English Language Teaching and Learning: Which Way to Go?
2015
Abstract: The rise in popularity of the communicative approach in language teaching since the late 1970s primarily focusing on language for meaningful interaction and for accomplishing tasks rather than on learning rules has intensified debate among teachers and researchers on corrective feedback or error correction in second language learning. The concept of corrective feedback has been under analysis for long especially since Hendrickson’s study in 1978 in which he questioned if errors should be corrected and if so which ones, when and how the errors should be corrected. Subsequent studies have investigated the types of corrective feedback as well as the use and effectiveness of those types in various contexts and even the impact of those types of error treatment on uptake. Despite these studies, corrective feedback remains one of the most contentious issues in second language teaching and there is no consensus about its application. While some view it as a natural part of the sec...
The Expressions of Corrective Feedback in Second Language Classroom
English Teaching Journal : A Journal of English Literature, Language and Education, 2014
This study aims to review the teacher’s expressions which constitute teacher’s corrective feedbacks (CFs) in oral production and examine the ways the teachers' expression revealing teacher’s CFs. The data are in the forms of teachers' utterances obtained from four research articles. The result shows that teacher' expressions which constitute CFs cover explicit correction, recast, clarification request, metalinguistic, elicitation, and repetition. While the ways which reveal teacher’s CFs are found to be reduction, negation, and expansion. The area to be corrected commonly involves phonological, grammatical, and lexical errors. So, it can be concluded that in a second language classroom instruction, teacher’s CFs expressions lead learners' erroneous utterances to be resolved because by saying "Sorry?" (clarification request), a teacher implicitly asks a language learner to reformulate what he has just been said which is usually called repair. Thus, it impl...
Corrective Feedback in English Language Teaching and Learning : Which Way to Go ?
2014
The rise in popularity of the communicative approach in language teaching since the late 1970s primarily focusing on language for meaningful interaction and for accomplishing tasks rather than on learning rules has intensified debate among teachers and researchers on corrective feedback or error correction in second language learning. The concept of corrective feedback has been under analysis for long especially since Hendrickson’s study in 1978 in which he questioned if errors should be corrected and if so which ones, when and how the errors should be corrected. Subsequent studies have investigated the types of corrective feedback as well as the use and effectiveness of those types in various contexts and even the impact of those types of error treatment on uptake. Despite these studies, corrective feedback remains one of the most contentious issues in second language teaching and there is no consensus about its application. While some view it as a natural part of the second langua...