Oral corrective feedback and learner uptake in L2 classrooms: Non-formulaic vs. formulaic errors

2021 ◽  
pp. 136216882110215
Author(s):  
Leila Gholami
Keyword(s):  
Uptake Rate ◽  
Corrective Feedback ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Second Language Development ◽  
Language Classes ◽  
Oral Corrective Feedback ◽  
Scant Attention ◽  
Learner Uptake ◽  
Log Linear

An extensive number of corrective feedback (CF) studies have examined learners’ errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners’ uptake of CF and their second language development. However, learners’ errors with formulaic sequences (FSs) comprising idioms, collocations, lexical bundles, and compounds (formulaic forms) have received scant attention in CF research. This study investigated any associations among formulaic vs. non-formulaic errors, CF types, uptake, and successful uptake rate by drawing on the audio-recordings of 36 hours of primarily meaning-oriented teacher–learner interactions in three advanced English as a foreign language classes. The findings demonstrated that learners made more errors with FSs, whereas CF was provided significantly more often for their non-formulaic errors. Learners’ non-formulaic and formulaic errors were treated significantly more frequently through recasts and elicitations, respectively. Uptake and successful uptake rate was significantly higher when CF was provided for learners’ formulaic errors than non-formulaic ones, which could be explained by relatively greater saliency, significance, and noticeability of FSs. The findings of log-linear analyses indicated that uptake and successful uptake rate varied depending on formulaic vs. non-formulaic foci of errors and CF types.

scholarly journals TEACHERS’ PERCEPTIONS ABOUT ORAL CORRECTIVE FEEDBACK IN EFL SPEAKING CLASSES: A CASE AT COLLEGES IN THE MEKONG DELTA, VIETNAM

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Ngan Kim Tran ◽  
Cang Trung Nguyen
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Mekong Delta ◽  
College Teachers ◽  
Teachers Perceptions ◽  
Area Of Interest ◽  
Language Classes ◽  
Oral Corrective Feedback

Corrective feedback has received much attention in language teaching and learning, including English as a foreign language. However, little research has been done with regard to college teachers’ perceptions about this area of interest in speaking language classes. The present study, therefore, focuses on teachers’ perceptions about oral corrective feedback and its types at tertiary contexts within a local province of the Mekong Delta, Vietnam. This paper draws on data collected as part of a larger study consisting of questionnaires. The findings indicate that teachers had positive perceptions about oral corrective feedback. However, some considered oral corrective feedback as optional since they were concerned with learners’ uptake when provided with corrective feedback. Elicitation was the most favored technique, followed by meta-linguistic feedback. Furthermore, implications are also presented. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0629/a.php" alt="Hit counter" /></p>

Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

2018 ◽  
Vol 24 (2) ◽  
pp. 189-219
Author(s):  
Leila Gholami ◽  
Javad Gholami
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Substantial Proportion ◽  
Formulaic Language ◽  
Linguistic Features ◽  
Focus On Form ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Second Language Development ◽  
Natural Discourse

An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur, and the extent to which they result in (successful) uptake in English as a foreign language (EFL) classes. The data consisted of 36 hours of audio-recorded communicative classroom interactions from three advanced EFL classes. The findings revealed that, though not as frequently as other linguistic elements, learners and teachers regularly draw their attention to FSs. FFEs with formulaic focus, in general, and collocations, in particular, led to more uptake than those with other linguistic foci. Finally, among types of incidental FonF, the highest rate of (successful) uptake was observed in student-initiated FFEs with formulaic focus.

scholarly journals Oral Corrective Feedback Strategies and Learner Uptake in EFL Setting

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Risna Saswati
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Corrective Feedback ◽  
Classroom Observations ◽  
Correct Form ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
Learner Uptake ◽  
Clarification Request ◽  
Shed Light

<p>This study investigates the strategies of oral corrective feedback applied by senior teachers in EFL speaking classes. It is to shed light on whether those strategies used are effective to lead the repair uptake. Additionally, it is to find out the attempts done by the learners to repair their errors. This study applies a qualitative method that uses classroom observations as the technique for collecting the data. The data are taken from speaking classes taught by three senior teachers in three universities. The study reveals that the corrective feedback strategies of correct forms elicited were effective to lead to repair uptake. Those were elicitation, clarification request, repetition, and metalinguistic cue. Related to uptake, the learners attempted to achieve well-formed sentences by the process of Needs Repair to Repair uptake. It involved the same errors and acknowledgment for Needs Repair and incorporation, repetition, and self-repair for repair uptake. It is recommended that teachers apply the correct form elicited corrective feedback strategies to correct learners’ erroneous forms and provide the uptake since it is the learning process.</p><p>Keywords: Oral Corrective Feedback strategies, Learners’ uptake, Repair, Needs Repair </p>

scholarly journals Oral corrective feedback in second language classrooms

2012 ◽  
Vol 46 (1) ◽  
pp. 1-40 ◽  
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.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Effects of oral corrective feedback on the development of complex morphosyntax

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Diana Pili-Moss
Keyword(s):  
Corrective Feedback ◽  
Complex Form ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Test Design ◽  
Feedback Group ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Feedback Frequency ◽  
The Relationship

This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

Does Learners’ Proficiency Level Affect Oral Corrective Feedback Preferences?

2016 ◽  
Vol 8 (4) ◽  
pp. 150 ◽  
Author(s):  
Nesa Bandarchian Rashti ◽  
Maryam Danaye Tous
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Good Deal ◽  
Potential Effect ◽  
Factors Affecting ◽  
Proficiency Level ◽  
Oral Corrective Feedback ◽  
One Step ◽  
Feedback Preferences ◽  
The Impact

<p>For decades now, there has been a good deal of research on factors affecting students’ oral corrective feedback preferences. Although it has been proven that learners’ characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students’ preferred type of oral corrective feedback, the claims regarding the impact of learners’ proficiency level on their choice of oral corrective feedback have yet to be fully substantiated. In order to take this line of research one step forward, it is important to examine the potential effect of students’ level of proficiency in error correction literature. To this end, this paper aims to shed light on lower and higher level learners’ opinion about corrective feedback issues in an EFL context.</p>

Sign in / Sign up

Export Citation Format

Share Document