Corrective Feedback inL2Speech Production

Abstract

This entry provides an overview of the theory, research, and pedagogy of corrective feedback (CF). CF refers to responses to learners' erroneous utterances, and the justification for the usefulness of CF in facilitating second language (L2) development can be found in a number of L2 theories, such as the Interaction Hypothesis, the Skill Acquisition Theory, and the Sociocultural Theory. Descriptive studies have found that recasts are the most frequent feedback type in most L2 classes, but they are less likely to invite learner responses, compared with prompts, which encourage self‐correction. Experimental studies have demonstrated that the effects of CF are constrained by a multitude of learner‐internal and learner‐external factors. On the basis of the research findings, a number of recommendations are made regarding how to effectively use CF in classroom teaching, such as making the corrective intension transparent, using a hybrid corrective package consisting of a prompt followed by a recast, using focused feedback, combining explicit instruction with CF when necessary, and providing both online and offline CF.

Teaching Technical English: Corrective Feedback Based on Students’ and Teachers’ Beliefs

“…6. meta-linguistic clue is providing extra information related to the error 7. miming involves facial expression, gestures and other kinds of body language with attempts to make a learner correct the error (Li, 2018).…”

“…The term "error correction", which used to be common in traditional pedagogy, means one way of responding to learner errors known as explicit correction. At the same time, the term "corrective feedback" covers various responses, which are classified in many different ways (Li, 2018). Considering active participation of students is impossible without involving them into the learning process by means of interaction and collaboration (Lytovchenko et al, 2018, p. 74).…”

Alleviating Anxiety, Boosting Confidence: A Proposed Model of Willis’ Task-based Learning

“…It may partly explain why teachers who pay attention to details excessively and give excessive error corrections (see Mak, 2011;Subekti, 2018a) as well as speaking before the whole class (Tallon, 2006) were reported to make learners anxious. As conducting error corrections is at times very necessary and research suggests learners' desire that their errors be corrected (S. Li, 2018), it is a matter of when, how, and how often teachers do error corrections so that it can be less anxiety-provoking (Subekti, 2018a).…”

How Teachers in an Informal English Training Institution Treat Young Learners’ Oral Errors

“…Since the improvement of fluency should be prioritized over accuracy, error correction should not be conducted excessively. Nevertheless, corrective feedback needs to be given to boost learning and prevent repetitions of errors (Ellis, 2009;Gebhard, 2009;Li, 2018). To ensure the provision of feedback does not inhibit learners from speaking, teachers need to understand how to give proper feedback to children.…”