Corrective Feedback: A Bridge between Cognitive Interactionist and Social Interactionist Perspectives

Abstract

This presentation tries to explain oral corrective feedback (CF) as provided through conversational interaction. In this presentation, CF, as provided through the interaction, is viewed from two perspectives: the cognitive interactionist and the social interactionist. Although, both of these two perspectives value interaction, they explicate the provision of CF through interaction differently. The cognitive interactionists explain the provision of CF through, but not limited to, Interaction Hypothesis, Noticing Hypothesis, and Output Hypothesis. The social interactionists emphasize the roles of teachers and learners within the process of corrective feedback. They also emphasize the context in which they work and the specific pedagogic activity in which they are involved (Ellis, 2008;2010). This presentation is hoped to contribute a better understanding of EFL learning facilitated through the provision of CF. In addition, it provides some recommendations for future researchers, language educators, and EFL teachers.

Beliefs about oral corrective feedback in an Argentinean EFL university classroom

“…At present, the tendency is leading researchers to focus on the social interactionist perspective of OCF (Althobaiti, 2014;Ayedh & Khaled, 2011;Ellis, 2009;Martinez Agudo, 2012;Roothooft, 2014;Sepehrinia & Mehdizadeh, 2016, Wass et al, 2018 in order to fulfil the need of taking into consideration the affective component of the EFL teaching and learning processes. Thus, this research goes in line with Ellis's (2009) assertion that corrective feedback is a highly complex instructional and interactive phenomenon that manifests cognitive, social and psychological dimensions.…”

Подходы К Изучению Речи Билингвов (На Основе Анализа Психолингвистических Исследований Зарубежных Авторов)

“…[10]; -теория дискурса Hatch Е. [11]; -теория монитора Krashen S. [12,13]; -нейрофункциональная теория Lamandella J. [14]; -модель соревновательности MacWhinney В.…”

“…Весьма интересной является теория E. Hatch в которой он заявляет о сходстве процессов овладения первым и вторым языками. [11] Автор утверждает, что при овладении вторым языком используются аналогичные стратегии по сравнению с родным языком. Грамматика второго языка также ассимилируется в зависимости от частоты появления какого-либо языкового явления в воспринимаемой речи.…”