Corrective feedback in communicative practice.
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The document discusses the importance of corrective feedback in conversational classes, addressing misconceptions regarding error correction preferences among educators. It outlines various types of corrective feedback, such as explicit correction and elicitation, and stresses the need for tailored approaches based on learners' proficiency levels. The document concludes by affirming that learners' errors should be corrected to prevent fossilization and advocates for diverse feedback strategies that promote self-correction and reflection.
![Theoretical Rationale for Corrective Feedback
Output Hypothesis (Swain): “[Output opportunities]
can help learners to make and test hypotheses
about linguistic correctness and to develop
metalinguistic knowledge of how the L2 works.”
Noticing Hypothesis (Schmidt): “Noticing is a
prerequisite of learning…conscious attention must
be paid to input in order for L2 learning to
proceed.”](https://image.slidesharecdn.com/arslidesharecommunicativepracticeforesl-141226115205-conversion-gate02/85/Corrective-feedback-in-communicative-practice-7-320.jpg)
![Works Cited
Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT
CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR." Studies in
Second Language Acquisition 28.2 (2006): 339-68.
Omaggio Hadley, Alice. "Developing Oral Proficiency." Teaching Language in
Context. 3rd ed. Boston: Heinle & Heinle, 2001. 263+. Print.
Rezaei, Saeed, Farzaneh Mozaffari, and Ali Hatef. "Corrective Feedback in SLA:
Classroom Practice and Future Directions." International Journal of English
Linguistics 1.1 (2011): 21.
Tedick, D. and Gortari, B. (1998). Research on Error Correction and
Implications for Classroom Teaching. The Bridge, ACIE Newsletter. Center for
Advanced Research on Language Acquisition, University of Minnesota, v1.
[Online] http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf](https://image.slidesharecdn.com/arslidesharecommunicativepracticeforesl-141226115205-conversion-gate02/85/Corrective-feedback-in-communicative-practice-28-320.jpg)
Corrective feedback in communicative practice.
- 1. Communicative Practice Corrective Feedback in the Conversation Class Presented by Rachel Gamarra Arlington Reads City of Arlington Public Library
- 2. English Conversation Circles At the Literacy House in Arlington, TX. www.arlingtonlibrary.org/calendar Literacy/Tutoring
- 3. Frequently Asked Questions Should learners' errors be corrected? When should learners' errors be corrected? Which errors should be corrected? How should errors be corrected? Who should do the correcting? *Questions originally framed by J.M. Hendrickson in 1978.
- 4. Frequently Asked Questions 1. Should learners' errors be corrected? • Nativists – students’ errors should never be corrected, because it is damaging to their self- esteem • Behaviorists – students’ errors should always be corrected in order for students to attain full proficiency.
- 5. Frequently Asked Questions 2. When should learners' errors be corrected? • Should the error be corrected immediately? • Should the error be corrected at the end of class? 3. Which errors should be corrected? • Grammar? • Vocabulary? • Pronunciation? • All errors?
- 6. Frequently Asked Questions 4. How should errors be corrected? • What type of corrective feedback do you give to the student? 5. Who should do the correcting? • The teacher? • Peers? • The student who makes the error?
- 7. Theoretical Rationale for Corrective Feedback Output Hypothesis (Swain): “[Output opportunities] can help learners to make and test hypotheses about linguistic correctness and to develop metalinguistic knowledge of how the L2 works.” Noticing Hypothesis (Schmidt): “Noticing is a prerequisite of learning…conscious attention must be paid to input in order for L2 learning to proceed.”
- 8. Explicit vs. Implicit Feedback “Corrective feedback differs in terms of how implicit or explicit it is. In the case of implicit feedback, there is no overt indicator that an error has been committed, whereas in explicit feedback types, there is.” (Ellis, et. al.)
- 9. Types of Corrective Feedback 1.Explicit Correction 2.Recasts 3.Clarification Requests 4.Metalinguistic Feedback 5.Elicitation 6.Repetition
- 10. Explicit Correction Giving the correct form to learners and telling them what they said was incorrect. Example: STUDENT: I hurted my foot. TEACHER: No, not hurted – hurt.
- 11. Recasts Teacher rephrases the student’s utterances to eliminate errors. Example: STUDENT: You can count with me! TEACHER: You can count on me!
- 12. Clarification Requests Teacher indicates to the student that they didn’t understand what the student said. Example: STUDENT: I go my yob. TEACHER: Pardon?
- 13. Metalinguistic Feedback Commenting or asking questions about the form of the student’s utterances without explicitly correcting it. Example 1: STUDENT: He like to eat Pizza. TEACHER: Do we say “he like?” Example 2: STUDENT: My favorite movie is ‘Rebél without a Cause.’ TEACHER: Is it “Rebél” or “Rébel?”
- 14. Elicitation Techniques used to get the student to produce the correct form, either by completing the teacher’s own restatement, asking the student questions about how something should be said, or asking students to repeat utterances in a reformulated version. Example 1: TEACHER: My name _____.... STUDENT: is. Example 2: TEACHER: How do we use the verb ‘to be’ in the present tense, 3rd person singular?
- 15. Repetition Teacher repeats back the incorrect utterance with rising intonation or emphasis so that student knows which part is in need of repair. Example: STUDENT: I half three childrens. TEACHER: I half three childrens?
- 16. Effective Forms of Feedback Metalinguistic Elicitation Clarification Requests Teacher Repetition of Errors These types of feedback encourage students to be cognizant of their error(s) and self- correct.
- 17. Ineffective Forms of Feedback Recasts Lyster and Ranta report that recasting was ineffective in getting students to repair their own speech, since students may find recasts as ambiguous or they may not know if the teacher is responding to the content or the form of what they said. Intensive recasts may be beneficial for more advanced ESL learners engaged in conversational exchanges.
- 18. Feedback Type All Repairs (n = 184) Student-Generated Repairs (n = 100) Recast (n = 375) 66 (36%) 0 Elicitation (n = 94) 43 (23%) 43 (43%) Clarification request (n = 73) 20 (11%) 20 (20%) Metalinguistic feedback (n = 58) 26 (14%) 26 (26%) Explicit correction (n = 50) 18 (10%) 0 Repetition (n = 36) 11 (6%) 11 (11%) TABLE 1. NUMBER AND PERCENTAGE OF REPAIRS ATTRIBUTED TO EACH FEEDBACK TYPE (Lyster & Ranta, 1997)
- 19. The Conversation Class How to Integrate Effective Feedback
- 20. Content vs. Form Content – meaning or message. Form – correct usage of grammar.
- 21. Content vs. Form Questions to ask yourself: 1. Is it an activity or is it an exercise? • Focus on content for activities. • Focus on form for exercises. 2. What is the objective? • “What if” scenarios? • Grammar practice?
- 22. Feedback Strategies 1. Condition your students for the type of feedback they will receive. 2. The type of feedback should match or complement the activity. 3. Feedback should be appropriate to the student’s level of proficiency. 4. Self-correction, peer-correction, teacher-correction. 5. Learner-centered approach.
- 23. Feedback Strategies (Tedick, Gortari) “Practice a variety of feedback techniques. Good teachers understand that one size does not fit all. Individual learners may well differ in terms of the particular error correction technique most appropriate for their unique language development needs.” “Choosing to learn and use a few different types of feedback that seem to produce student-generated repairs increases your chance of reaching more students.”
- 24. Feedback Strategies (Tedick, Gortari) “Consider the context in which student language use and errors occur.” “Students in the early stages of cognitive development and language acquisition need to be encouraged to produce language that communicates meaning.” “Error correction techniques that require student reflection on language structures or vocabulary are not appropriate for learners in those early stages.”
- 25. Feedback Strategies (Tedick, Gortari) “Focus on the learner—it's important to let the learner self-correct. Remember that your students may…be more capable than you think!” “If we allow time and provide appropriate cues for the learner to self-repair, more often than not the student will come through.” “The least effective technique for correcting a student's incorrect language…is to simply give them the answer.”
- 26. FAQ Revisited 1. Should learners' errors be corrected? • Yes! Don’t allow mistakes to become fossilized. 2. When should learners' errors be corrected? • Constant interruptions will raise the student’s affective filter. Revisit common errors if necessary and focus on form.
- 27. FAQ Revisited 3. Which errors should be corrected? • Beginners – errors of content (meaning). • Advanced – errors of form (grammar). 4. How should errors be corrected? • Practice a variety of different feedback techniques. There is not a “one-size fits all” answer. 5. Who should do the correcting? • Student Peer Teacher.
- 28. Works Cited Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR." Studies in Second Language Acquisition 28.2 (2006): 339-68. Omaggio Hadley, Alice. "Developing Oral Proficiency." Teaching Language in Context. 3rd ed. Boston: Heinle & Heinle, 2001. 263+. Print. Rezaei, Saeed, Farzaneh Mozaffari, and Ali Hatef. "Corrective Feedback in SLA: Classroom Practice and Future Directions." International Journal of English Linguistics 1.1 (2011): 21. Tedick, D. and Gortari, B. (1998). Research on Error Correction and Implications for Classroom Teaching. The Bridge, ACIE Newsletter. Center for Advanced Research on Language Acquisition, University of Minnesota, v1. [Online] http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf
- 29. Volunteer with us! www.arlingtonlibrary.org/arlington-reads www.arlingtonlibrary.org/volunteer www.volunteermatch.org Arlington Reads Literacy House 101 E. North St. Arlington, TX 76010 817.460.2727
Editor's Notes
- #2: Rachel Gamarra Volunteer Coordinator for College & Career Readiness Team at the Arlington Public Library. How to implement corrective feedback in your ESL or English Conversation Classes. Foreign language teachers will also find the information presented in this slideshow useful & relevant to their classroom experience.
- #3: English Conversation Circles Open to students of all proficiency levels. No registration required. Free – Led by Volunteers of Arlington Reads.
- #4: Questions framed by J.M. Hendrickson (1978). Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS). Errors? – Grammar, vocabulary, pronunciation? How? – Do you give the student the answer? Do you have the student repeat the correct form back to you? Who? Is it always the teacher that does the correcting? Should it be?
- #5: Questions framed by J.M. Hendrickson (1978). Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS). Errors? – Grammar, vocabulary, pronunciation? How? – Do you give the student the answer? Do you have the student repeat the correct form back to you? Who? Is it always the teacher that does the correcting? Should it be?
- #6: Questions framed by J.M. Hendrickson (1978). Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS). Errors? – Grammar, vocabulary, pronunciation? How? – Do you give the student the answer? Do you have the student repeat the correct form back to you? Who? Is it always the teacher that does the correcting? Should it be?
- #7: Questions framed by J.M. Hendrickson (1978). Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS). Errors? – Grammar, vocabulary, pronunciation? How? – Do you give the student the answer? Do you have the student repeat the correct form back to you? Who? Is it always the teacher that does the correcting? Should it be?
- #8: Merrill Swain (1985) Output hypothesis – the feedback is implicit. Students are allowed to make errors b/c they are experimenting with the language. Output involves productive skills. Creativity by student. Richard Schmidt (1990) Noticing hypothesis – input (spoken by teacher to student) (listening) (reading) learner’s attention is drawn to form. “corrective feedback acts as stimulus, triggering learners to identify the gap between their erroneous utterance and the target form.“ L2 = Second language of the speaker (the speaker’s foreign language).
- #9: Implicit – the error isn’t expressly pointed out. Explicit – direct attention is drawn to the error. Implicit – indirect feedback. Explicit – direct feedback. (R Ellis, S Loewen, R Erlam)
- #11: This type of explicit feedback offers both positive and negative evidence (Ellis)
- #12: Recasts provide positive evidence, but there is not enough data yet to determine if it provides negative evidence. (Ellis)
- #13: The student is given the opportunity to self-correct. “ I go to my job.”
- #14: Example 1: subject-verb agreement error. Example 2: student places emphasis on the wrong syllable. One |riˈbel| is an action (verb) and the other |ˈrebəl| is a person (noun.) Metalinguistic feedback can be asked directly to the student or to the group.
- #16: When paired with a recast the feedback would be as follows: “I half three childrens?” or “I have three children?” Recasts can be paired with Repetition to create explicit feedback; ex. Teacher recasts the incorrect utterance & waits for the student to self-correct. If the student does not self correct, the teacher recasts the incorrect utterance with the emphasis on the incorrect word.
- #17: These types of feedback encourage students to self-correct. They are cognizant of the error and are able to internally and externally rehearse the correct form.
- #18: Roy Lyster & Leila Ranta. Recasts are typically ineffective, b/c the students are not cognizant of the errors they are making.
- #19: Elicitation Metalinguistic Clarification Request
- #20: We’ve listed the six types of corrective feedback… Now it’s time to evaluate how we implement that in the ESL or FL classroom. Image source: https://openclipart.org/people/ousia/conversation.svg
- #21: An activity will most likely focus on content, whereas an exercise will likely focus on form. Objective? Create meaning: “What If” scenarios – or – practice using the present progressive, for example.
- #22: An activity will most likely focus on content, whereas an exercise will likely focus on form. Objective? Create meaning: “What If” scenarios – or – practice using the present progressive, for example.
- #23: Conditioning should occur before the activity commences. Explicit feedback would not be appropriate if the activity is one that requires open conversation. Constant interruptions will cause the student’s affective filter to go-up and discourage them from engaging in further conversation. Level appropriate: form or content? Correction – Self correction is ideal. Peer – one or multiple classmates; elicitation can be used to cue peer-correction.
- #24: Diane Tedick & Barbara Gortari offer us insights on how to implement and use corrective feedback. English Conversation Circles are “immersive” in nature. There are students of all levels in a conversation class. Learner-centered. Trial and error (on part of teacher). There isn’t a one-size fits all, perfect formula. Citation: Tedick, Gortari.
- #25: Beginning students – content. Advanced students – form. This is why recasts are not appropriate for beginning students, but may be appropriate for advanced students. Citation: Tedick, Gortari.
- #26: English Conversation Circles are “immersive” in nature. Giving the answer = explicit correction & recasts. Citation: Tedick, Gortari.
- #27: YES! Otherwise fossilization may occur. (Bad habits are easy to make but hard to break.) Corrective feedback should be spaced & paced. Constant interruptions will raise the student’s effective filter. Revisit common errors if necessary & focus on form. Beginners – content (meaning). Advanced – form (grammar) As a teacher, you will want to practice a variety of different feedback types. Student, peer, then teacher.
- #28: YES! Otherwise fossilization may occur. (Bad habits are easy to make but hard to break.) Corrective feedback should be spaced & paced. Constant interruptions will raise the student’s effective filter. Revisit common errors if necessary & focus on form. Beginners – content (meaning). Advanced – form (grammar) As a teacher, you will want to practice a variety of different feedback types. Student, peer, then teacher.
- #30: Learn more about volunteering with Arlington Reads by visiting www.arlingtonlibrary.org/arlington-reads or explore volunteer opportunities at a public library nearest to you by visiting www.volunteermatch.org.