The role of corrective feedback in second language learning

The Role of Corrective Feedback (CF) in Second Language Learning

Presented by: Amir Hamid Forough Ameri

[email protected]

December 2015

Introduction

Corrective feedback (CF) takes the form of responses to learner utterances containing an error.

It happens in reactive episodes consisting of a trigger feedback move uptake (optional)

Introduction

Student: I went to the train station and pick up my aunt. = triggerTeacher: use past tense consistently. = feedback move (overt; metalinguistic)

(Teacher: Oh, you picked up your aunt. = Covert)Student: I went to the train station and picked up my aunt. = uptakeCorrective feedback supplies learners with both negative and

positive evidence. Here the teacher signals that sth is incorrect (negative evidence), but: Teacher: use the past tense – you must say picked up. (positive evidence)

Introduction

Definitions of four concepts: Positive evidence + Negative evidence - Feedback Error correctionLeeman (2007): feedback is the mechanism by which linguistic

information (evidence) is provided to a learner.

Introduction

The mechanism can either be: positive feedback = the process of communication was a success or Negative feedback = the process of communication was a failure.

From this, learners extract evidence: positive evidence = the utterance was acceptable Negative evidence = the utterance was unacceptable

Introduction

Feedback: a reaction to a learner utteranceEvidence: provided at any stage of an interactionError correction: a pedagogical activity of providing feedback for learner errors a general and somehow outdated term a one-dimensional account of the feedback process No distinction is made between type of feedback and evidence H. D. Brown prefers the term Error Treatment.

Corrective Feedback in SLA

Theoretical Positions1. Universal grammar-based accounts of CF UG is based on the poverty of the stimulus argument

Input learners are exposed to is insufficient

UG is neededHere, input is believed to provide learners with only positive evidence


However, input can also provide negative evidence through CF.White: negative evidence can trigger UG principles and may be

necessary.Schwarts & Krashen: negative evidence only results in explicit

knowledge, and has no role in UG-based acquisition (a theory of how learners acquire implicit knowledge).

Carroll (2001): negative evidence can play a role in certain stages of L2 development but not others.


Carroll (2001):Beginning stages of L2 learning: Negative evidence isn’t

interpretable learners lack metalinguistic awarenessIntermediate stages: Negative evidence might be usableAdvanced stages: Negative evidence plays no role

Learners are not typically corrected


2. Cognitive-interactionist accounts of CFCF is likely to help acquisition when learners’ focus is on meaning in

the context of communication. CF contributes to acquisition not just learning.Correcting learners activates the cognitive mechanisms involved in intake, rehearsal, restructuring (fostering interlanguage development)

Cognitive-interactionist accounts of CF have addressed the role of oral CF.


CF can be useful in two ways:1. Providing learners with positive evidence:T: When were you in school?L: Yes, I stand in the first row? (trigger)T: Oh, you stood in the first row. (Corrective move, a recast)L: Yes, in the first row.Cognitive process: noticing the correction→ a cognitive comparison between his/her error and target-like input.


2. Pushing learners to self-correct:S: Why does he fly to Korea last year?T: Pardon? (a clarification request; a prompt)S: Why did he fly to Korea last year? (Uptake)

the effectiveness of these two types of CF (Providing learners with positive evidence versus Pushing learners to self-correct) is controversial.


It is possible to combine prompts and recasts: ‘Corrective Recasts’L: He go to the bank every day.T: He go to the bank every day? (repetition)L: (no response)T: He goes to the bank every day. (recast)L: He goes to the bank every day.


3. Sociocultural theory and CFCF affords learners opportunities to collaboratively produce new

linguistic forms.Learning occurs in rather than as a result of interaction.Correction isn’t sth done to learners but sth carried out with learners.CF enables the joint construction of ZPD.Key claim: CF needs to be graduated: providing the learner with the minimum level of assistance needed for self-correction.

Types of Corrective Feedback

CF: Oral Written

These two can be applied in two ways:Focused: the teacher chooses to correct just one or a few of the errors

(relating to a specific linguistic feature) Unfocused: the teacher corrects all or most of the learners’ errors


Oral CF1. Explicit correction: the teacher clearly indicates what the student

said was incorrect providing the correct form. 1.1 Metalinguistic Feedback: using metalinguistic terminology 1.2 Utterance Rejections: ‘’No, that is incorrect’’L: he kiss her.T: kiss—you need past tense.L: he kissed her.


2. Recasts: teacher reformulates all or part of the student’s utterance replacing the erroneous part with the correct target language form, where the focus is on meaning:L: In the bedroom book is on shef. (mispronunciation & grammatical error) T: On the shelf. = recastL: On the shelf, yes OK. = modified output


Recasts were first investigated in the field of L1 acquisition.Saxton’s Direct Contrast Hypothesis: Juxtaposition of child’s initial erroneous utterance and adult’s target-like reformulation can help the child notice the difference between the two forms and finally reject the former.


A number of L2 researchers believe that recasts are a very effective form of feedback as they:Provide positive inputOffer negative feedbackFacilitate learners’ noticing of the difference between their erroneous

utterance and adult’s target-like reformulation Facilitate learner understandingEncourage learners to pay attention to the feedback


Characteristics of recast corrective recasts: an other-repetition precedes recast

1. Multi-move recasts repeated recasts: a recast repeated partially or fully

combination recasts: a recast used with other corrective strategy

2. Single-move recastsA: Mode: declarative or interrogative?


B: Scope: the extent to which recast differs from learner’s utterance a: isolated: reformulation with no new information added b: incorporated: reformulation with additional semantic contentC: Reduction (or non-reduction): reformulation is or is not shorter than the learner’s original utterance.D: Length: a recast can consist of a single word, a short or long phrase, or a clause.E: Number of changes: a single change or more than one change


F: Type of change: a: addition b: substitution c: reordering d: deletion e: a combination of the above typesG: Linguistic focus: a recast can correct a: pronunciation b: vocab c: grammar


Example: A single-move recast:S: I think she’ll travel together her cousin.T: I think she’ll travel together with her cousin.Mode = declarative scope: isolatedReduction = non-reduced length: clauseNumber of changes = one type of change: additionLinguistic focus = grammar


3. Clarification requests (a kind of prompt): The teacher indicates that a learner utterance has been misunderstood or is ill-formed, inviting the learner to self-correct, but not providing the correct form.S: When I get to Paris, I’ m going to sleep for one whole dayT: What? (Pardon me? I’m sorry?)


Lyster outlines four types of prompts:1. Clarification requests2. Repetitions of incorrect form3. Metalinguistic clues4. elicitations


4. Metalinguistic comments (feedback)The teacher comments on or questions the well-formedness of the learner’s utterance without explicitly providing the correct form.S: My dad job is a clerk.T: Is that how you would say it in English?


5. Elicitation:The teacher 1) elicits completion of his own utterance, 2) uses a question to elicit the correct form, and 3) asks a student to reformulate his utterance. S: (to another student) What means this word?T: Uh, Jack, how do we say that in English? What does …?S: Ah, what does this word mean?


6. Repetition:The teacher repeats the student’s erroneous utterance with or without emphasis on the erroneous part, usually with a change in intonation:S: When I have 12 years old….T: When I have 12 years old….


7. Confirmation Check: An utterance immediately following the previous speaker’s utterance

intended to confirm that the utterance was understood.

S: Mexican food have a lot of ulcers.T: Mexicans have a lot of ulcers?

Written CFThree basic strategies:1. Direct CF2. Indirect CF3. Metalinguistic CFIn all of these teachers focus only on the erroneous parts

Classification of CF Strategies

In the 1970s and 1980s cognitive psychologists distinguished:1. Explicit learning as being with awareness2. Implicit learning as being without awarenessFeedback has also been identified as Explicit = indicating a problem in the utterance with a focus on form Can interrupt the flow of interactionImplicit=indicating a problem in the utterance with a focus on meaning Allows for the interaction to continue uninterrupted


Mackey (2012)

Implicit ExplicitNegative Evidence Focus on meaning,

with a non-overt correction

Focus on form, with an overt correction

Positive Evidence Focus on meaning, with a non-overt repetition

Focus on form, with an overt validation


Ellis and Shintani (2014):

Input-providing: providing learners with input reflecting target language norms Output-prompting: indicating that an error has been made but don’t supply the

correct forms, encouraging learners to try to self-correct.

Implicit ExplicitInput-providing recasts Explicit correctionOutput-prompting Repetitions

Clarification requestsConfirmation checks

Metalinguistic commentsElicitation

Guidelines for Conducting CF

CF serves as a major way teachers can focus on form. Teachers shouldn’t be afraid to correct errors Cognitive advantages of CF outweigh possible affective disadvantages Both errors and mistakes need correcting. Both local and global errors should be corrected. The effectiveness of CF depends on learners’ readiness to acquire the

feature. CF is beneficial in both accuracy-based and fluency-based work.

Guidelines for Conducting CFBoth immediate and delayed CF may be beneficial. Neither is

superior.Learners need to know they are being corrected.There is no ‘best’ way of oral CF.

However, opportunities of self-correction followed by (if necessary) teacher correction is recommended.

In written CF, direct correction is more effective than indirect.Leaving time for learner uptake (in writing, revision) can assist

learning.

References Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education, Inc. Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press. Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Oxon: Routledge. Mackey, A. (2012). Input, interaction, and corrective feedback in L2 learning. Oxford: Oxford University

Press. Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories (3rd ed.). Oxon: Routledge. Ortega. L. (2009). Understanding second language acquisition. London: Hodder Education. Rassaei, E., & Moinzadeh, A. (2011). Investigating the effects of three types of corrective feedback on the acquisition of English wh-question forms by Iranian EFL learners. English Language Teaching, 4, 97-106. Rezaei, S., & Mozaffari, F. (2011). Corrective feedback in SLA: Classroom practice and future directions. International Journal of English Linguistics, 1, 21-29. Internet References

The role of corrective feedback in second language learning

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