Effects of Different Types of Corrective Feedback on Receptive Skills in a Second Language: A Speech Perception Training Study

ABSTRACTThis study investigated whether different types of corrective feedback (CF) in second language speech perception training have differential effects on second language speech production. One hundred Korean learners of English were assigned to five different groups and participated in eight computer-assisted perception training sessions focusing on English vowels. While no CF was provided to the control group, participants in the four treatment groups received one of three types of auditory CF or a visual type of CF. A pretest, an immediate posttest, and a delayed posttest each consisted of a production measurement at a controlled-speech level. Results revealed that the extent to which the participants’ production accuracy benefited from the perception training depended on CF type. In addition, by adopting the perception accuracy data by Lee and Lyster (2016b), the current study found that improvement in perception accuracy was a significant predictor of improvement in production accuracy.

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COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH

Studies in Second Language Acquisition ◽

10.1017/s027226311200071x ◽

2013 ◽

Vol 35 (1) ◽

pp. 167-184 ◽

Cited By ~ 53

Author(s):

Roy Lyster ◽

Leila Ranta

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Corrective Feedback ◽

Different Types ◽

The Impact

Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses (a) the claim that the recast-learning relationship has been “settled,” (b) the misleading representation of our views on uptake, (c) the characterization of the CF comparison studies as being weak and invalid, and (d) Goo and Mackey’s recommendations concerning the most appropriate approach to investigating the effect of feedback on second language learning.

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Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction

Applied Psycholinguistics ◽

10.1017/s0142716413000271 ◽

2013 ◽

Vol 36 (2) ◽

pp. 377-409 ◽

Cited By ~ 13

Author(s):

KAZUYA SAITO

Keyword(s):

Second Language ◽

Speech Perception ◽

Explicit Instruction ◽

Corrective Feedback ◽

Control Group ◽

Target Feature ◽

Receptive Mode ◽

Japanese Learners ◽

Speech Learning ◽

Speech Perception And Production

ABSTRACTThe current study examines in depth how two types of form-focused instruction (FFI), which are FFI with and without corrective feedback (CF), can facilitate second language speech perception and production of /ɹ/ by 49 Japanese learners in English as a Foreign Langage settings. FFI effectiveness was assessed via three outcome measures (perception, controlled production, and spontaneous production) and also according to two lexical contexts (trained and untrained items). Two experimental groups received 4 hr of FFI treatment to notice and practice the target feature of /ɹ/ (but without any explicit instruction) in meaningful discourse. A control group (n = 14) received comparable instruction in the absence of FFI. During FFI, the instructors provided CF only to students in the FFI + CF group (n = 18) by recasting their mispronunciations of /ɹ/, while no CF was provided to those in the FFI-only group (n = 17). Analyses of pre- and posttests showed that FFI itself can sufficiently promote the development of speech perception and production of /ɹ/ and the acquisitional value of CF in second language speech learning remains unclear. The results suggest that the beginner learners without much phonetic knowledge on how to repair their mispronunciation of /ɹ/ should be encouraged to learn the target sound only through FFI in a receptive mode without much pressure for modified output.

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Oral corrective feedback in second language classrooms

Language Teaching ◽

10.1017/s0261444812000365 ◽

2012 ◽

Vol 46 (1) ◽

pp. 1-40 ◽

Cited By ~ 179

Author(s):

Roy Lyster ◽

Kazuya Saito ◽

Masatoshi Sato

Keyword(s):

Second Language ◽

Corrective Feedback ◽

Strategy Training ◽

Theoretical Perspectives ◽

Different Types ◽

Oral Corrective Feedback ◽

Language Classrooms ◽

Potential Benefits ◽

Learner Uptake

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

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THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION

Studies in Second Language Acquisition ◽

10.1017/s0272263115000194 ◽

2015 ◽

Vol 38 (1) ◽

pp. 35-64 ◽

Cited By ~ 20

Author(s):

Andrew H. Lee ◽

Roy Lyster

Keyword(s):

Experimental Study ◽

Second Language ◽

Speech Perception ◽

Young Adult ◽

Corrective Feedback ◽

Pivotal Role ◽

Perceptual Accuracy ◽

Similar Accuracy ◽

Korean Learners ◽

Korean Learners Of English

To what extent do second language (L2) learners benefit from instruction that includes corrective feedback (CF) on L2 speech perception? This article addresses this question by reporting the results of a classroom-based experimental study conducted with 32 young adult Korean learners of English. An instruction-only group and an instruction + CF group were exposed to five 1-hr form-focused lessons that drew learners’ attention to the nonnative phonemic contrast /i/-/ɪ/, but only the instruction + CF group was given relevant feedback. Forced-choice identification tasks were completed by participants in a pretest, an immediate posttest, and a delayed posttest. The two groups showed similar accuracy on the pretest; however, the instruction + CF group outperformed the instruction-only group on the immediate and delayed posttests as well as on unfamiliar words. The significant predictors for these differences turned out to be perceptual accuracy vis-à-vis /ɪ/-natural and /ɪ/-synthesized sounds. These findings are discussed in terms of the pivotal role played by CF in developing accuracy in L2 speech perception.

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Effectiveness of Explicit Corrective Feedback in Learning English

Al-Burz ◽

10.54781/abz.v11i1.55 ◽

2019 ◽

Vol 11 (1) ◽

pp. 9-20

Author(s):

Uroosa Shah

Keyword(s):

Second Language ◽

Frequency Distribution ◽

English Language ◽

Language Skills ◽

Corrective Feedback ◽

Efl Learners ◽

Estimation Techniques ◽

Different Types ◽

Esl Learners ◽

English Subject

This study has been aimed at contrasting the consequences of explicit and implicit corrective feedback on pupils of second language. Furthermore, in this research, corrective feedback is categorized into different types and their effect on ESL/EFL learners was also analyzed. A 5-point likert-scale was utilized in this study which was responded by teachers of English subject. After the responses have been collected, SPSS has been used to do all the estimation techniques involving correlation and frequency distribution which represented that explicit type of corrective feedback has a huge influence on the language skills of the learner specifically with their command on the second language. A total of 150 teachers have responded to the questionnaire. The sampling of this particular research were the instructors of English language center of Quetta city, Baluchistan. This thesis emphasizes teachers to adopt the technique of providing overt kind of “Explicit” corrective feedback in a very productive and strategic method and make EFL/ESL learners aware of the techniques through which they can enhance their linguistic skills. Teachers had better not focus upon the feedback rather they ought to take on distinguish methodologies of corrective feedback. In addition, it would be significant for educators to inquire “the way of handling errors on advanced and elementary levels”. Undoubtedly explicit kind of feedback is more efficient and productive as it can be observed easily but instructors must acquire the types of corrective feedback according to students caliber and course levels.

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Production of Subject-Verb Agreement in Spanish as a Second Language

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1026//1617-3169.50.3.196 ◽

2003 ◽

Vol 50 (3) ◽

pp. 196-203 ◽

Cited By ~ 14

Author(s):

Janet Nicol ◽

Delia Greth

Keyword(s):

Second Language ◽

Spanish Speakers ◽

English Speakers ◽

Error Patterns ◽

Verb Agreement ◽

Different Types ◽

Semantic Variables ◽

Advanced Proficiency

Abstract. In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near- advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement ( Vigliocco, Butterworth, & Garrett, 1996 ). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.

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