scholarly journals USE OF GESTURE FOR CORRECTING PRONUNCIATION ERRORS

2020 ◽  
Vol 31 (2) ◽  
pp. 342
Author(s):  
Amelyn A Thompson ◽  
Willy A Renandya
Keyword(s):  
Second Language Acquisition ◽  
Critical Review ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Future Research ◽  
Review Of The Literature ◽  
Pronunciation Instruction ◽  
Oral Corrective Feedback ◽  
Promising Area

The role of gesture in second language acquisition (SLA) has recently become a promising area of research, characterized by the growing number of empirical research studies that examine the potential of incorporating gestures in such areas as the teaching of grammar, vocabulary, and pronunciation. This paper focuses on how gesture can be productively used to help students notice and subsequently correct their pronunciation errors, both segmental and suprasegmental errors. First, a critical review of the literature is presented in which we carefully explore recent research on oral corrective feedback and the role that gesture plays in facilitating comprehension and acquisition. Next, pedagogical implications are considered in which we discuss a pedagogical framework that language teachers can use as a guide for incorporating gestures in pronunciation instruction. Finally, future research possibilities are discussed, including suggestions for more robust research design and new areas to investigate.

Parents’ Speech and Children’s Stuttering: A Critique of the Literature

1995 ◽  
Vol 38 (5) ◽  
pp. 978-989 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Mishelle Rudzinski
Keyword(s):  
Critical Review ◽  
Convincing Evidence ◽  
Future Research ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Question Asking ◽  
Speech Behaviors ◽  
Role Of Parents ◽  
The Way

The role of parents in relation to their children’s stuttering has been of great interest to speech-language pathologists for more than 50 years. As part of treatment, speech-language pathologists frequently advise parents to modify their speech behaviors when talking with their children. For example, parents are often told to speak more slowly and to refrain from interrupting or questioning the child excessively. Given the commonness of this advice, it is important to examine the research upon which it is based. This article contains a critical review of the literature concerning the role of parents’ speech behaviors (e.g., rate, interruptions, question-asking) in relation to their children’s stuttering. Published studies are reported and analyzed in order to determine the extent to which parents may affect their children’s stuttering through their own speech behaviors. The review indicates that there is little convincing evidence to support the view that parents of children who stutter differ from parents of children who do not stutter in the way they talk with their children. Similarly, there is little objective support for the argument that parents’ speech behaviors contribute to children’s stuttering or that modifying parents’ speech behaviors facilitates children’s fluency. Implications for treatment and for future research are discussed.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges

2020 ◽  
Vol 53 (1) ◽  
pp. 3-28 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Teachers ◽  
Future Research ◽  
L2 Acquisition ◽  
Conversational Interaction ◽  
Beneficial Effects ◽  
Challenging Question ◽  
Considerable Body

AbstractHow to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has examined its effectiveness. In this context, a central and challenging question has always been how to determine whether such feedback is effective for language learning. Studies investigating the role of feedback have used various measures to assess its usefulness. In this paper, I will begin with a brief overview of the recent studies examining interactional feedback, with a focus on how its effectiveness has been assessed. I will then examine the various measures used in both descriptive and experimental research and discuss the issues associated with such measures. I will conclude with what continues to pose us a challenge in assessing the role of feedback and offer some recommendations to inform future research in this area.

scholarly journals Oral corrective feedback in language teaching: A historical perspective

2017 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Rod Ellis
Keyword(s):  
Error Correction ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Learning Theories ◽  
Computer Mediated ◽  
Oral Corrective Feedback ◽  
Key Questions

AbstractThis paper reviews the role of corrective feedback in language teaching and learning in the last fifty years. It reports research studies on error correction from the view of different learning theories and language methods. This extensive and varied revision is used to revisit Hendrickson´s (1978) five key questions on error correction, thus guiding language teachers to inform their decisions on the treatment of learners´ errors. Finally, it suggests unexplored aspects of error correction like corrective feedback in small group work and in computer-mediated communication.Keywords: SLA, corrective feedback. ResumenEste articulo revisa el rol del la respuesta correctiva dentro de la enseñanza y aprendizaje de idiomas en los últimos cincuenta años. Se reportan estudios sobre la respuesta correctiva desde el punto de vista de diferentes teorias del aprendizaje y metodos de enseñanza. Esta revision extensa y variada sirve para discutir nuevamente las cinco preguntas de Hendrickson (1978) sobre la correccion de errores; de esta manera, guiando a los profesores de idiomas a informar sus decisiones sobre el tratamiento de los errores de los estudiantes. Finalmente, se sugieren aspectos aun no explorados en la correccion de errores como la respuesta correctiva durante los trabajos grupales pequeños y en la comunicación mediada por computadores.Palabras claves: SLA, corrective feedback.

scholarly journals Alexithymia and eating disorders: a critical review of the literature

2021 ◽  
Author(s):  
Matilda E Nowakowski ◽  
Traci McFarlane ◽  
Stephanie Cassin
Keyword(s):  
Eating Disorders ◽  
Eating Disorder ◽  
Critical Review ◽  
Theoretical Models ◽  
Future Research ◽  
Review Of The Literature ◽  
Eating Disorder Symptoms ◽  
Not Otherwise Specified ◽  
Bodily Sensations

Alexithymia is characterized by difficulties identifying feelings and differentiating between feelings and bodily sensations, difficulties communicating feelings, and a concrete cognitive style focused on the external environment. Individuals with eating disorders have elevated levels of alexithymia, particularly difficulties identifying and describing their feelings. A number of theoretical models have suggested that individuals with eating disorders may find emotions unacceptable and/or frightening and may use their eating disorder symptoms (i.e., restricting food intake, bingeing, and/or purging) as a way to avoid or cope with their feelings. The current critical review synthesizes the literature on alexithymia and eating disorders and examines alexithymia levels across eating disorders (i.e., anorexia nervosa, bulimia nervosa, and eating disorder not otherwise specified), the role of alexithymia in binge eating disorder, and the influence of alexithymia on the development of eating disorders as well as treatment outcome. The clinical implications of the research conducted to date and directions for future research are discussed.

scholarly journals ORAL CORRECTIVE FEEDBACK IN EFL/ESL CLASSROOMS: CLASSIFICATION MODELS

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Pham Thi Hanh ◽  
Pham Xuan Tho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Classification Models ◽  
Oral Corrective Feedback

Corrective feedback in general, and oral corrective feedback (OCF) in particular, has been of interest to both language teachers and researchers in second language acquisition (SLA). Teachers focus more on positive feedback and concern if corrective feedback should be provided, and when and how to provide it (Ellis, 2017). By comparison, SLA researchers pay attention to negative feedback and its effectiveness. Having received great interest, there have been a number of attempts in defining and classifying OCF up to date. Different models of classification have been proposed with different aspects of OCF taken into consideration, namely implicitness/explicitness and input-providing and output-prompting. This paper aims to review a body of literature on OCF classification models in the field of SLA.

scholarly journals A Critical Review of Computational Creativity in Built Environment Design

Buildings ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Ning Gu ◽  
Peiman Amini Behbahani
Keyword(s):  
Built Environment ◽  
Critical Review ◽  
Contemporary Literature ◽  
Research Interest ◽  
Future Research ◽  
Computational Creativity ◽  
Environment Design ◽  
Supporting Tool ◽  
Definition Of

Computational creativity in built environment (BE) design has been a subject of research interest in the discipline. This paper presents a critical review of various ways computational creativity has been and can be defined and approached in BE design. The paper examines a comprehensive body of contemporary literature on the topics of creativity, computational creativity, and their assessment to identify levels of computational creativity. The paper then proceeds to a further review of the implications of these levels specifically in BE design. The paper identifies four areas in BE design where computational creativity is relevant. In two areas—synthesis (generation) and analysis—there is considerable literature on lower levels of computational creativity. However, in two other areas—interfacing and communication—even the definition of computational creativity is not as defined and clear for the discipline, and most works only consider the role of computers as a supporting tool or medium. These open up future research opportunities for the discipline.

Value co-destruction: Review and conceptualization of interactive value formation

2021 ◽  
pp. 147059312098339
Author(s):  
Per Echeverri ◽  
Per Skålén
Keyword(s):  
Conceptual Framework ◽  
Critical Review ◽  
Reciprocal Relationship ◽  
Service Systems ◽  
Future Research

The aim of this conceptual article is to both provide a critical review of research into value co-destruction (VCD) and outline a common conceptual framework in order to better understand and guide future research into VCD and value co-creation (VCC). This review finds that the VCD stream of research has followed two lines of enquiry: one that highlights the role of resources and service systems and another that focuses on practices. It further finds that some prior research has argued that a direct and reciprocal relationship exists between VCD and VCC, captured in the concept of interactive value formation (IVF). A synthesizing IVF framework is outlined which suggests that the alignment and misalignment both within practices and in-between different practices determines IVF, that is, VCD and VCC. The framework further suggests that IVF is both enabled and constrained by resources and service systems.

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