Presented by Sarah Waters and Kate Lunde. To study corrective feedback as an analytic teaching strategy. To determine which types of corrective feedback.

Slides:



Advertisements
Similar presentations
Interactional corrective feedback in L1 & L2 learning Krakow 2006 Mina Drever, consultant, Training and Development Agency for schools, London.
Advertisements

Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyễn Thị Tố Hạnh.
What role do individual differences play in the way L2 learners respond to corrective feedback? Rod Ellis University of Auckland.
Oral Feedback in Classroom SLA
Masatoshi Sato Universidad Andrés Bello TBLT, November 19, 2011
Teaching Grammar and Language Functions
Focus on Form in Second Language Acquisition
THEORY OF SECOND LANGUAGE LEARNING
From Elaboration to Collaboration: Understanding and Supporting Second Language Writers Alfredo Urzúa, Languages and Linguistics Kate Mangelsdorf, English.
Chapter 4 Key Concepts.
Teaching in Immersion Programs: What do teachers need to know and be able to do? Myriam Met
Week 10: Second Language Acquisition
INSTRUCTIONAL LEADERSHIP: CLASSROOM WALKTHROUGHS
Topic: Learning and teaching activities
14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,
Motivating Students Abigail Bruhlmann English Language Fellow June 2014.
Teaching Grammar Prof. A.karim Benlaayouni Ibn Zohr Univ.
2013 Fall Semester- Week 8. Introduction 1. Goal of instruction: Language acquisition must be a procedure whereby people use their own thinking processes,
Learning Strategies and Low- Literacy Adult Hmong Students Julia Reimer LESLLA Conference 2009.
1 Multilingual Writing Students: Opportunities and Challenges Kate Mangelsdorf Evelyn Posey October 20, 2010.
Top 10 Instructional Strategies
Oral Corrective Feedback: Teachers’ Concerns Vs. Researchers’ Orientation Sajjad Sepehrinia Mostafa Mehdizadeh Kashan Language Academy 05/02/1393.
Corrective Feedback and Learner Uptake Negotiation of Form in Communicative Classrooms Roy Lyster & Leila Ranta 1997.
Chapter 5 Key Concepts. Audiolingual Method Based on behaviorist principles, this method attempted to develop good language habits through repetitive.
Tony Lynch University of Edinburgh. Feedback in SLA (Lyster & Ranta 1997)  Explicit correction  Recast  Clarification request  Metalinguistic feedback.
Presenter: Chen, Yu-Chu Advisor: Chen, Ming-Puu Date: 2008 Nov.3 Corrective Feedback in the Chatroom: An experimental study Loewen, S. & Erlam, R. (2006).
Chapter 2 Chapter 2 Teaching Pronunciation. I why teach pronunciation? 1. Inaccurate production of a phoneme or inaccurate use of suprasegmental elements.
The Silent Way. Outline: Peculiarities Language theory Silence Principles Teaching materials.
Error Correction: For Dummies? Ellen Pratt, PhD. UPR Mayaguez.
Author: Younghee Sheen Reporter: NA1C0003洪志隆
16/11/ INCIDENTAL FOCUS ON FORM DURING DECISION MAKING TASKS AND THE EFFECTS ON ORAL AND WRITTEN PERFORMANCE Eva Alcón Soler Universitat Jaume I.
GRAMMAR CORRECTION Penny Ur Various issues 1.Does it help? 2.What different kinds of correction are there? And which is the most effective? 3.What.
Audio Diaries for improved spoken proficiency Anthony Schmidt University of Tennessee, Knoxville
Copyright Keith Morrison, 2004 DIRECT INSTRUCTION AND INTERACTIVE TEACHING.
Developing an oral communication strategy inventory Yasuo Nakatani The Modern Language Journal 90,ii, 2006.
TEFL METHODOLOGY I COMMUNICATIVE LANGUAGE TEACHING.
Consolidation time! Please don’t forget what you’ve learned so far.
Formative Assessment Formative Assessment Assessment carried out during the instructional process for the purpose of improving teaching or learning.
Mai Hong Ngoc Pham Thi Mai Duyen Can Tho, 8/2013 PREFERENCES TOWARDS ORAL ERROR CORRECTION OF NON-ENGLISH-MAJORED STUDENTS AT CAN THO UNIVERSITY.
The Linguistic Environment (Ch. 4)
1 ACCURACY AND CORRECTING MISTAKES Penny Ur 2006.
1 Taiwan Teachers’ Professional Development Series: Oral & Written Communication in your FL Classroom.
Input, Interaction, and Output Input: (in language learning) language which a learner hears or receives and from which he or she can learn. Enhanced input:
3. Nine-Twentieth-Century Approaches to Language Teaching
Oral Corrective Feedback in Second Language Classrooms
THE SILENT WAY Basic Principles of the Silent Way : Teaching should be subordinated to learning Teaching should be subordinated to learning Learning.
UNIT 9 Teaching grammar. Aims of the unit 1. What is the role of grammar in language learning? 2. What are the major types of grammar presentation methods?
Immersion and Inquiry in the High School World Language Classroom Today we are going to speak another language … it may be one you are not familiar with.
CISELT TRAINING ERRORS AND MISTAKES CTLI 27 JUNE 2015.
A journey of a thousand miles …. Myriam Met
Advantages and Disadvantages of Different Error Correction Techniques
Second Language Acquisition & English Teaching
Corrective feedback L2 in the classroom
ELT for a Day 2017: Current Trends Saturday 20th May 2017
Theories of Language Acquisition
Techniques and Principles in Language Teaching
The Silent Way Ms. Rasha Ali.
22. Form-Focused Instruction
Teaching English to Speakers of Other Languages
Oral Corrective Feedback during ELL Academic Conversations
Addressing the grammar gap in task work
COMMUNITY LANGUAGE LEARNING (CLL)
Defense Language Institute Foreign Language Center
Advantages and Disadvantages of Different Error Correction Techniques
Giving explicit feedback on spoken errors - the more the better
شرح مفردات مفاهيم التربية الإسلامية الصف العاشر ج1
Chapter 5.
Investigating the Empirical Links between Learner Uptake and Language Acquisition through Task-Based Interaction Wenchi Haung 2019/1/16.
Explicit AND Student-centered grammar instruction
PASSWORD: workshopsfeb2019
Presentation transcript:

Presented by Sarah Waters and Kate Lunde

To study corrective feedback as an analytic teaching strategy. To determine which types of corrective feedback result in the greatest frequency of learner uptake and repair.

Hendricksons questions (1978) 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? Still no clear answers Much research cited that doesnt directly apply.

Hamayan and Tucker (1980) Native speakers were corrected in higher grades more than L2 speakers in immersion program. Doughty (1994) Teachers correct well-formed utterances with only one error. Chaudron (1977, 1986, 1988) Students more likely to produce a correct response when the teacher isolates the error.

What are the different types of corrective feedback and their distribution in communicatively oriented classrooms? What is the distribution of uptake following different types of corrective feedback? What combinations of corrective feedback and learner uptake constitute the negotiation of form?

Observation of six immersion classrooms Excluded formal grammar lessons Teachers unaware of research focus Taped and then analyzed teacher-student interactions

Error one vs. multiple errors phonological, lexical, grammatical, gender, L1 usage Feedback explicit correction, recast, clarification request, metalinguistic feedback, elicitation, repetition Uptake repetition, incorporation, self-repair, peer-repair acknowledgement, same error, different error, off target, hesitation, partial repair

Recast is by far the most commonly used but is the least likely to lead to uptake. Teachers also repeat correct sentences so students may not discern error correction. Feedback types that allow for negotiation of form are the most effective at producing student repair. Elicitation and Metalinguistic Feedback

Use error correction that draws student attention to the error and requires repair. Engage students in negotiation of form during meaningful communicative activities.