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

2. 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?

3. 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)

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

5. 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

6. 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?

7. 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

8. 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.

9. 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) ?

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

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

12. 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)

13. 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.

14. 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.

15. “One size does not fit all” (p. 30)