Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Effective error corrective strategies
Transcript of Effective error corrective strategies
Corrective Feedback N8019193
Minjeong Kim (Agnes) Introduction Research
question Controversial role
of oral CF Types of oral CF Conclusion Recommendations References Oral CF is an obstacle to develop learners' learning acquisition (Truscott, 1999) Effective oral CF can develop learners' motivation, confidence, and fulfill their experience (Margolis, 2010). Pedagogical Problem: Avoidance for giving CF and concernment of learners' anxiety and passive attitude (Margolis, 2010). What is the most effective
oral CF strategy? First,
Whether CF contributes to L2 acuqsition Audiolingual method : Negative feedback => frustrations and disheartenments in language learning.
Humanistic methods : Positive or non-judgemental feedback => positive self-image of learners as a language learner.
SLA researchers : During the interaction => produce form-meaning connections.
(Ellis, 2009) Second,
Choice of errors to correct Which specific errors should be corrected.
Whether CF should be addressed all learners' errors or just one or two error types. Last,
Choice of corrector - Correct errors but not mistakes.
- Unclear between errors and mistakes
- Recent studies : focusing on specific errors
prompts learners' acquisitions.
(Bitchener, Young, & Cameron, 2005) Self - correction
- Two stages of the advocated process
First, students correct errors
Second, teachers correct learners' error without peer correction.
(Hedge, 2000) Effective oral
CF strategies Six different types of oral CF techniques 1. Explicit correction - It provides a correct form with a clear indication of
what is being corrected.
S : I like go to the zoo.
T : Where else do you like going to?
S : I like going to parks.
2. Recast - Refomulation of learners' erroneous utterance with an
emphasis on the correct form.
S : He like pop-music.
T : Yes, he likes pop-music. 3. Clarification requests - Indicate that the message has not understood
what learner said.
S : What do you spend with your wife?
T : What? (or pardon?, excuse me?) 4. Metalinguistic Feedback - The teacher comments on the error, using language information about the error and correct the form of that error.
S : There are influence person who...
T : Influential is an adjective.
S : Influential person.. 5. Elicitation - Elicit directly the correct form from the student by asking question, by pausing to allow the student to complete the teacher's utterance.
S : I'll come if it will not rain.
T : I'll come if it......? 6. Repetition - Repeat the learners' error and highlight the error by means of emphatic stress.
S : I will showed you.
T : I will SHOWED you.
S : I will show you.
(Lyster & Ranta, 1997 cited in Samar & Shyestefar, 2009) What is the most effective oral CF strategy?
1. Recast is the most effective oral CF strategy 2. Recent studies : Metalingustic feedback is more effective than recast in oral CF strategies. 3. Explicit CF
some active processing Rcommendations CF should be flexible according to different students or classrooms.
Aware of how to use effective CF strategies.
Positive responses can change learners' accomplishments.
To broden and adjust learners' responses.
References Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Samar, R. G. and Shayestefar P. (2009). Corrective feedback in EFL classroom: Learner negotiation strategies and uptake, Journal of English Language Teaching and Learning No.212, 108-134. ex) Explicit, Metalinguistic, Elicitation Long (2006) cited in Ellis (2009) Lyster (2004) cited in Ellis (2009)