Oral Corrective Feedback in Second Language Classrooms Roy Lyster, Kazuya Saito, and Masatoshi Sato (January 2013) Critical Discussion by Yasmine Kataw and Elizabeth Abell

What is Corrective Feedback. It’s purpose. What are the types What is Corrective Feedback? It’s purpose? What are the types? How does it effect learners? Theoretical Issues What is peer-peer CF?

CF L2 Growth “When, what, and how to correct”(p.30) It’s purpose? CF L2 Growth “When, what, and how to correct”(p.30)

Clarification Requests What are the types? 6 Types of CF Lyster &Ranta 1997 Reformulations Prompts Elicitation Repetition Explicit Correction Recasts Clarification Requests Metalinguistic Clues

Conversational Recasts What are the types? CF Types Sheen & Ellis 2011 Implicit Explicit Prompts Reformulation Prompts Reformulation Repetition Didactic Recasts No Communication breakdown Conversational Recasts Communication breakdown Metalinguistic Clues Clarification Requests “Pardon?” Elicitation Wh-question Explicit Correction With/without Metalinguistic Explanation Paralinguistic signal

Categorizing CF Activity What are the types? Categorizing CF Activity As a student learning your second language, what type of CF did you prefer? Would you correct your students in the same way and why? What type of feedback do you find yourself giving the most and why?

Overall: CF > No CF BUT! Explicit CF > Implicit CF How does it effect learners? Overall: CF > No CF Explicit CF > Implicit CF Prompts > Recasts In terms of noticing (by ext. repair) BUT! In the long term Implicit CF > Explicit CF

How does it effect learners? Why are CF preferences important? 1. Influences learning behaviors 2. Avoid mismatches between teacher’s intentions and learner’s interpretations resulting in negative effects on learning. Conducted research has shown clear evidence that learners express preference for receiving CF over having their errors ignored. When teachers take this into consideration, they become aware of when to offer CF and what types. Different cultural backgrounds, learners’ personalities, proficiency levels and age all play a role in what type of CF is best/most effective to offer.

Why would teachers be reluctant to offer CF? How does it effect learners? Why would teachers be reluctant to offer CF? Motivation killer - Not wanting to stop flow of conversation Learners could lose face So how do we “…close the gap between students’ preferences for receiving CF and teachers’ reluctant to offer it.” (p. 9) ?

Different Types of Feedback for Different Students on the same error?

Interactionist versus Skill Acquisition Theory Theoretical Issues Interactionist versus Skill Acquisition Theory Recasts (implicit) Prompts (explicit)

Theoretical Issues Learner Uptake Learner's response to recasts: Provide opportunity for learner to respond to recast Be aware that their responses may be “red herrings” New vs. partially acquired knowledge “It remains unclear, however, how a recast can be provided on a form about which the learner has zero knowledge; if the student produced the form, albeit erroneously, then some knowledge of the form exists.” (13) CF With or Without Instruction Intensive > Extensive CF (feedback focused on limited amount of errors is more effective then correcting everything)

Grammatical targets Lexical targets Phonological targets Theoretical Issues Linguistic Targets Grammatical targets Lexical targets Phonological targets Pragmatic Targets Not very effective… Effective when explicit Effective when explicit Very effective but must be explicit Age Studies have produced varied results- older learners may have an advantage with CF.

Learners benefit from both receiving and providing feedback… What’s peer-peer CF? Can occur between a native speaker and a non-native speaker or two non-native speakers Whereas native speakers tend to reformulate errors rather then give prompts, L2 learners provide each other with more prompts leading to more L2 development. Learners benefit from both receiving and providing feedback… … however, learners may not accept the CF from a peer. Peer CF may also lack effectiveness because learners often focus more on errors of meaning than form.

“One size does not fit all” (p. 30)