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.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

Chat-Line interaction and negative feedback

2003 ◽  
Vol 17 ◽  
pp. 60-73 ◽  
Author(s):  
Junko Iwasaki ◽  
Rhonda Oliver
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Negative Feedback ◽  
Native Speakers ◽  
New Technology ◽  
Corrective Feedback ◽  
Target Language ◽  
Cultural Learning ◽  
Internet Applications ◽  
On Line

In recent years researchers have investigated the use of Internet applications for language and cultural learning. While this new technology seems to have provided an educational breakthrough, relatively little linguistic research has been conducted particularly in relation to second language acquisition. Therefore the efficacy of the Internet applications not just for cultural studies or the expansion of knowledge, but also for second/foreign language acquisition remains uncertain. This study explores communicative interactions between native speakers (NSs) and non-native speakers (NNSs) of Japanese. Internet Relay Chat (IRC) was chosen as the setting for this study, because of the resemblance of chat line interactions to verbal exchanges. The linguistic focus in this study was specifically on one form of corrective feedback, namely implicit negative feedback (NF), which provides information to language learners about what is unacceptable in target language (e.g. Long, 1996). It has been claimed that NF plays an important facilitative role in language development. Therefore, the aim of this study is to investigate whether NSs provide NF to their NNS interlocutors in interactions during chat line conversations, and whether the NNS’s used this feedback in their subsequent production. The participants were NNSs and NSs of Japanese, formed into 12 gender-matched dyads. Each pair had free on-line “conversation” in three separate sessions. The results show that the proportion of NSs’ NF to the number of NNSs’ non-target-like turns was . lower than that found in the previous studies based on face to face verbal interactions. Even so NF was provided, and it was used – however it remains unclear as to whether or not on-line interactions elicit sufficient NF for acquisition to occur.

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.

Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices

2018 ◽  
Vol 24 (2) ◽  
pp. 220-249 ◽  
Author(s):  
Eva Kartchava ◽  
Elizabeth Gatbonton ◽  
Ahlem Ammar ◽  
Pavel Trofimovich
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Esl Teachers ◽  
Oral Corrective Feedback ◽  
Second Language Teachers ◽  
Actual Teaching

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching beliefs, particularly about oral corrective feedback (i.e. teachers’ responses to students’ language errors). The teachers’ responses were subjected to an exploratory factor analysis which revealed several dimensions underlying their beliefs. To examine how these beliefs affect classroom performance, 10 of the teachers were first asked to indicate how they would correct language errors illustrated in hypothetical (videotaped) classroom scenarios and were then observed teaching an authentic ESL class. The classes were video-recorded and 30-minute teacher-fronted communicative segments from the lessons were analysed for the number and type of errors learners made and the teachers addressed. Results indicate a multifarious relationship between stated beliefs and actual teaching practices in that while the teachers corrected fewer errors than they believed they would, they preferred the same corrective techniques in both hypothetical and actual teaching situations. Most notably, the study suggests that the complexities of the language classroom and the pre-service teachers’ lack of experience at integrating theoretical knowledge and practical skills, lead them to behave overall as native-speaking interlocutors, not as language teachers. Implications for teacher training are discussed.

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

scholarly journals Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

2020 ◽  
Vol 3 (4) ◽  
pp. 58
Author(s):  
Fan Xu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Sociocultural Theory ◽  
Second Language Learners ◽  
Specific Aspect ◽  
Language Teachers ◽  
Psychology Education

Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

Modified Input as an Aid to Comprehension

1985 ◽  
Vol 7 (1) ◽  
pp. 81-90 ◽  
Author(s):  
Ken Kelch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Discourse ◽  
Native Speakers ◽  
Language Teachers ◽  
Target Language ◽  
Second Language Teachers

Much work in the field of second language acquisition (SLA) has focused on the linguistic adjustments made by native speakers (NSs) when speaking to non-native speakers (NNSs) of that language. Modifications of speech to NNSs are usually assumed to be an attempt to make the target language more comprehensible. The study of second language teachers' classroom discourse has contributed to a thorough description of such modifications, which in general may be termed foreigner talk (FT).

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