Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching

Lochtman, Katja

doi:10.1016/s0883-0355(03)00005-3

Cited by 73 publications

(56 citation statements)

References 12 publications

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“…The preference for recasts as the CF type may, for example, be explained either by it being the only method in which the participants' errors had been addressed in the classroom, or, in the case of no correction, by it representing the desired CF technique. If the former, then seeing recasts as the best CF method is in line with the research that identified them as the most commonly used CF technique across contexts and languages (Lochtman, 2002;Lyster & Ranta, 1997;Panova & Lyster, 2002;Sheen, 2004Sheen, , 2006Slimani, 1991). This feedback method can also be seen as the most familiar and nonintrusive.…”

Section: Experiences With Cfsupporting

confidence: 56%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224 Learner beliefs, defined as learners' metacognitive knowledge about learning (Wenden, 1999), are seen as "significant learner characteristics to take into account when explaining learning outcomes" (Dörnyei & Ryan, 2015, p. 187) because they shape and affect the way learners go about the task of learning (e.g., Breen, 2001; Fox, 1993;Horwitz, 1985Horwitz, , 1999Mori, 1999;Tanaka, 2004 learners hold about language acquisition, but also revealed factors that could shape those beliefs. These may include

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Section: Experiences With Cfsupporting

confidence: 56%

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Kartchava

2016

TESL Canada

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“…Data analyses in Experiment Two displays an overall description of the different effects on modified output of English questions. The results are consistent with former researches conducted by Kim (2005) and Bell (2005) , but students whose output is only reformulated as recast have lower scores than either explicit group or implicit group, which quite differs from Bell's (2005), Loewen's (2006) and Lochtman's (2002) findings in which recast was proved the most effective. Although we admit that feedback may exert larger influence on the students' improvement of English questions, we still need to accept the fact that offering feedback is only one dimension of expecting a pleasant English question, another dimension is modified output, which has been justified by Swain (1995) and McDonough (2005).…”

Section: He Wants To Divorce Did He?supporting

confidence: 91%

Negative Feedback as a Facilitative Device for the Acquisition of English Questions by Chinese College Students: An Interactional Perspective

Song

2016

TPLS

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Abstract-This research, based on Pienemann's "Developmental Stage of English Question", immerses English questions learning in negative feedback interaction and focuses on the effect of English questions development with different types of negative feedback. We conduct two experiments and attempt to re-evaluate the effectiveness of negative feedback and observe their different impacts. Our research concerns (1) Do learners who receive negative feedback in a communicative context prompt their performance to higher stages of question development than learners who do not receive? (2) Do learners who receive negative feedback progress to a higher level of question development than learners who do not?(3) Is it more effective to provide explicit negative feedback, recast, and modified output during English questions learning? After analyzing longitudinal data, we find that (1) feedback in interaction can assist students to move from lower stage to higher stage but cannot help them construct complicated questions; (2) explicit negative feedback proves to be more effective than other feedback types and we also analyze theoretically their underlying reasons. Our research supports, with empirical study, that "Focus on Form-Function" is effective in English questions learning. Index Terms-English questions learning, negative feedback interaction, effective, focus on Form-Function

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“…Recasts have been the focus of considerable research on the effects of corrective feedback on oral production. Other descriptive classroom studies (e.g., Lochtman, 2000;Lyster & Ranta, 1997;Panova & Lyster, 2002) investigating different corrective feedback types have also observed that the most frequently used was recasts. However, in these studies recasts were found to be the least likely to lead to learner uptake.…”

Section: Introductionmentioning

confidence: 95%

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Darabad¹

2014

IJLD

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This quasi-experimental study aimed to investigate the impact of two corrective feedback techniques (recasts and prompts) on students' performance in pronunciation. Seventy-two students from SAMA High School in Ardabil were assigned as the participants of this study. The data were collected from 3 classroom-based studies; the two experimental conditions -one received corrective feedback in the form of recasts and the other in the form of prompts -and a control group. The instructional intervention, which was spread over a period of two weeks, targeted the final -s and -es endings pronunciation, a difficult aspect of English pronunciation for these learners. To measure the students' prior knowledge of the targeted pronunciation, a pre-test was designed. Immediate post-tests were administrated after the treatments. Delayed post-tests were administrated 2 weeks after the immediate post-test. Fill-in-the-blank, oral picture-description, and read-aloud tasks formed the materials of this study. Comparison of group means across testing sessions using a one-way and repeated measure ANOVA consistently revealed that corrective feedback conditions had a positive effect on the learners' pronunciation accuracy. The effects of recasts were greater than those of prompts for increasing accuracy in the targeted pronunciation of final English -s and -es ending words.

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Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching

Cited by 73 publications

References 12 publications

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Learners’ Beliefs About Corrective Feedback in the Language Classroom: Perspectives from Two International Contexts

Negative Feedback as a Facilitative Device for the Acquisition of English Questions by Chinese College Students: An Interactional Perspective

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

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