Corrective feedback L 2 in the classroom 27

Corrective feedback L 2 in the classroom 27 -02 -2017

This class Corrective feedback (CF): Yes/no? How? • Introduction • Analysis of examples Break • Analysis of examples/discussion • Information final presentation/paper

Errors: where do they come from? (20 -02 -2017) Learner characteristics Learning context Teaching method L 1 Errors Characteristics target language Other L 2’s Spoken register Learner strategies 3

Learner language & errors (20 -02 -2017) • Knowing more about L 2 development and the underlying mechanisms is crucial • Not all errors are equal: errors can also be an indication of progress • Errors may tell us something about the development of learner language (Interlanguage)

Different perspectives • Teachers • Researchers • L 2 learners

Corrective feedback (CF) • Fundamental issue in both language pedagogy and SLA research • Aspect of instruction where concerns of teachers and interests of researchers coincide • Consensus teachers + researchers: corrective feedback is useful and may promote L 2 acquisition • But: many different views on HOW

Questions 1. Should errors be corrected: YES 2. When should errors be corrected? • Immediate vs delayed 3. Which errors should be corrected? • Selective or overall correction? • Focused correction • Form or meaning 4. How should errors be corrected? • Different strategies: implicit vs explicit • Input- or output-based 5. Who should do the correction? • Teacher feedback • Self-repair • Peer feedback

CF and UG • Universal principles; parameter setting • Innate LAD • Acquisition by means of positive evidence -> implicit knowledge • Role of negative evidence: debated

CF and UG • Truscott (various studies) • Corrective feeback: • no effect on linguistic development; • leads only to explicit knowledge • acquisition by positive evidence, not by negative evidence

CF and Cognitive-Interactionis approaches • No LAD • Language development as a specific form of cognitive development • No rule learning; learning by means of associations, patterns • CF contributes also to ‘acquisition’, not only to ‘learning’ • CF promotes cognitive mechanisms involved in intake, restructuring, interlanguage development

CF and Socio-Cultural theories • Similar to cognitive-interactionist approaches, but major focus on role of environment • Learning by means of ‘scaffolding’, collaboration • ‘zone of proximal development’ (Vygotskij; Piaget) • View on CF: not very concrete; CF although useful needs to be ‘fine-tuned’ to proficiency level of individual learners.

Strategies of CF Key dimensions • Input-providing vs output-prompting • Explicit vs implicit

CI: Type of strategies (cfr. Lyster & Ranta, 1997); Exercise Hand-out • Explicit correction • Recasts • Clarification request • Metalinguistic comment • Elicitation • Repetition

General principles • Intensive CF • Explicitness of CF • Multiple forms of CF depending on context, task, proficiency level • Combination of input-providing and output prompting CF strategies • Importance of self-repair/revision

Research agenda (cfr. Ellis & Shintani) • Different types of CF: which one is most effective? • Role played by individual learner factors in mediating effects of CF • Role played by contextual factors in mediating effecst of CF • Learner’s engagement/reaction to CF • Learning outcomes: to what extent does CF promote L 2 learning?

Examples See examples on Hand-out