1. Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyễn Thị Tố Hạnh

2. I. INTRODUCTION
II. LITERATURE REVIEW
1. What is an error?
2. Types of corrective feedback?
3. Researchers’ findings of effects of corrective feedback on language oral communication
METHODOLOGY
1. The participants
2. Methodology tools
3. The procedures
FINDINGS AND DISCUSSIONS
LIMITATIONS OF THE STUDY
CONCLUSION

3. INTRODUCTION
Errors are part of the non-native speakers’ (NNS) language learning process and a certain amount of “corrective feedback” from a NNS’s utterances is essential for continued interlanguage development.
Vigil & Oller (1976: 281)

4. Research questions What types of learners’ errors should be corrected?
What types of corrective feedback should be given?
When and how should corrective feedback be used?

5. LITERATURE REVIEW What is an error? Why correct errors? * self-repair
* assist transitional competence
* develop metalinguistic awareness
* avoid fossilization
When?
immediate repairs?
delayed treatments?

6. Types of corrective feedback
* Implicit
- recasts
- repetitions
- clarification requests
- Elicitation
* Explicit
- explicit correction
- metalinguistic feedback

7. Researchers’ findings
Approved
Disapproved
Corrective feedback is usable and needs to be repeated continuously and consistently.
+ helps learners with the exact environment in which to apply rules and discover the precise semantic range of lexical items
+ helps learners to discard what is unacceptable or inappropriate from their interlanguage
When the results of error correction are only “temporary changes” in learners’ language performance and “the risk of negative reactions”, it is best avoided.
+ may make students frustrated and even lose confidence

8. Implicit feedback Approved Disapproved Recasts + are effective and
+ are used frequently in ESL classroom settings
+ help to keep a good flow of learners’ content
+ might be influenced by the targeted linguistic feature, learners’ tendency to notice linguistic items, and the developmental readiness of the learner, and other factors
+ do not make learners detect their discrepancy or correct their errors

9. Explicit feedback Approved Disapproved Explicit feedback
+ makes the corrective force clear to the learner
+ gives clues as to the exact location of the error
+ might help learners to carry out of the cognitive comparison between their error and the target form
Explicit feedback that consists of simply indicating that a problem exists does not appear to be helpful

10. Empirical enquiry: corrective feedback
5 students – real-time experiment
10 students - interview
7 teachers – interview
100 students - questionnaire
Classroom observation

11. Empirical enquiry: corrective feedback
5 students – real-time experiments
10 students - interview
7 teachers – interview
100 students - questionnaire
Classroom observation

12. Feedback to speaking (experimental group)
Types of corrective feedback
Immediate repairs
Delayed treatments
recasts
3/5 (uptake)
repetitions
2/5 (uptake)
Explicit correction
5 (uptake) 3
Clarification requests
1 (no uptake)
elicitation 2
Multiple feedback
(repetitions + clarification requests)
2 (uptake)

13. Feedback type by 7 teachers in Speaking activities
Types of feedback
Immediate repairs
Delayed treatments
recasts
5/7 (71.4%)
repetitions
4/7 (57.1%)
Explicit correction
1/7 (14.2%) √
Clarification requests
elicitation
Multiple feedback (mixed)

14. F.1. Opinions about errors correction in speaking tests or presentations

15. F.2. Opinions about errors correction in speaking activities without mark evaluations

16. F.3. Frequency of repetition of students’ errors for future utterances

17. F.4. Students’ ability of recognition their errors for future utterances

18. Suggestions Corrective feedback for phonological errors
For immediate treatments (limited)
- recasts
- repetitions (better used for students of high language proficiency)
For delayed treatments
Variety of corrective feedback
- clarification requests
- elicitation
- explicit correction
- multiple feedback

19. What should ESL teachers consider?
consider students’ cognition, students’ preferences of error correction and affective reality
decide what type of error to correct, when and how to correct it, and who should correct it
be flexible to provide any types of corrective feedback for different students

20. Limitations and Conclusion
Experiments were applied to a small group of students
Observations were implemented only at one class
Only qualitative research was used
Experiments and observations on different English classes should have been carried out
Both qualitative and quantitative researches should have been used

21. Thank you for listening!