How English teachers’ corrective feedback practices can promote second language acquisition in Intermediate Phase classrooms in South Africa: A case study

2021 ◽  
Vol 55 (1) ◽  
pp. 101-131
Author(s):  
Jasmiene Manuel ◽  
Kotie Kaiser ◽  
Bernadette Geduld
Keyword(s):  
South Africa ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Intermediate Phase ◽  
Self Regulation ◽  
Corrective Feedback ◽  
Home Language ◽  
Structured Interviews ◽  
Effective Feedback

In South Africa, many non-native Englishspeaking learners experience a variety of language challenges in classrooms and, as a result, underperform in national and international assessment opportunities. Teachers need to assist these learners with sufficient and effective feedback. The purpose of this qualitative study was, firstly, to explore the relationship between Hattie and Timperley’s (2007) model for effective feedback and the Interactionist Theory of Second Language Acquisition (SLA) (Gass & Mackey, 2006) and, secondly, to explore the corrective feedback practices of Intermediate Phase English Home Language teachers that promote SLA. Observations and semi-structured interviews were used to collect data from 15 purposively selected teachers from five different schools. The research findings indicate that the participants experienced various language-related challenges in their teaching of Intermediate Phase English Home Language. Mostly, the participants utilised transmission teaching approaches to provide formative, oral, written, descriptive, and self- feedback. Feedback in terms of Hattie and Timperley’s (2007) model on the task level was mostly applied as opposed to feedback on the process, self-regulation, and the self-level.

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.

scholarly journals The Transformative Methodology: Expository Study of Teaching English as the Second Language Acquisition

2021 ◽  
Vol 6 (2) ◽  
pp. 219-232
Author(s):  
Jacob Tshepang Moloi ◽  
Emmanuel Tobi Adegoriolu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Teaching Strategy ◽  
Critical Role ◽  
Structured Interviews ◽  
Foreign Speakers

The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the Covid-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the Covid-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology.  Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.

Home Language

2021 ◽  
pp. 225-246
Author(s):  
Hazel C. M. Simmons-McDonald
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Education Policy ◽  
Final Section ◽  
Home Language ◽  
Relevant Research ◽  
The Relationship

The chapter briefly discusses the terms used to refer to the language or languages first acquired by an individual as well as variations between language acquisition and learning in Caribbean settings. The chapter then goes on to explore prevailing attitudes to language and trends in education policy. A summary of relevant research on home language is presented with the ensuing discussion focusing particularly on the relationship between home language, second language acquisition, the development of proficiency and literacy, and, more generally, academic success. The final section presents some reasons why the inclusion of home language in education is beneficial, particularly in Caribbean contexts.

scholarly journals Future directions in feedback on second language writing: Overview and research agenda

2010 ◽  
Vol 10 (2) ◽  
pp. 171 ◽  
Author(s):  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Research On Research ◽  
Effective Feedback ◽  
Written Corrective Feedback ◽  
Language Writing

This article provides an overview of the contributions made to this special issue on feedback by the seven papers, examining how they reflect both the growing interest in different areas of research into feedback on writing and the continuing search by teachers for more effective feedback practices. Focusing first on the papers by Van Beuningen, Storch, Evans, Hartshorn and Allen, it discusses how these papers situate written corrective feedback research in the wider area of second language acquisition research and contribute to the debate in feedback research on research design issues. This is followed by an examination of the major findings of the four situated empirical studies by Bitchener, Ma, El-ebyary and Windeatt, and Martinez and Roca, which make up the second section. Echoing the authors of these papers, this article argues that we need more longitudinal naturalistic studies, adopting both cognitive and socio-cultural SLA frameworks to investigate the role of feedback and its impact on individual learners in more depth. Finally some pedagogic implications are discussed, including the need for feedback practices which facilitate students’ abilities to self regulate and evaluate their performance, and the need to raise teachers’ awareness of the different feedback sources and modes of delivery available to them.

Interaction

2021 ◽  
Author(s):  
Jennifer Behney ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Future Research ◽  
Conversational Interaction ◽  
Second Languages ◽  
Negotiation For Meaning ◽  
Interactionist Approach

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

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