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Corrective Feedback for
Spoken Errors
with Paul Gregory Quinn
www.paulgquinn.wordpress.com
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Questionnaire: Individual Completion
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Questionnaire: Small Group Discussion
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Questionnaire: Whole Group Discussion
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A Brief History of SLA Research
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♪ All you need
is
comprehensible
input. ♪ ♪
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SLA research has shown:
• 1) exposure to comprehensible input is not enough to lead to complete acquisition of a language
• 2) instruction is a more efficient method of language learning than exposure alone
• 3) corrective feedback facilitates grammatical development
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Corrective Feedback Types
•Recasting
•Explicit Correction
•Prompting
Input Provision Output Pushing
(Ellis, 2006)
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Input Providing: Recasting
I am very
boring.
I am very
bored.
Yeah, me too.
That’s why I just
said the same
thing.
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Input Providing: Explicit Correction
I am very
boring.
Not “boring”, You
have to say, “I am
very bored”.
Now I am very embarrassing, I
mean embarrassed.
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Output pushing: Prompting
I am very
boring.
Okay, do you
want to try again?
I…
I very
boring.
Okay,
I am…I am
very
bored.
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Thank You.
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Related Reading • Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning.
Studies in Second Language Acquisition, 28(4), 543-574.
• Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15(3), 357-386.
• Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners’ errors. Language Learning, 27, 29–46.
• Corder, S. P. 1967. The significance of learners' errors. International Review of Applied Linguistics 5, 161-9.
• Ellis, R. (2006). Researching the effects of form-focussed instruction on L2 acquisition. AILA Review, 19(1), 18-41.
• Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365.
• Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399-432.
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Related Reading Continued• Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis.
Studies in Second Language Acquisition, 32(2), 265-302.
• Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive implicit negative feedback? Studies in Second Language Acquisition, 22(4), 471-479.
• Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719-758.
• Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness-practice-feedback sequence. In R. M. DeKeyser (Ed.) Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141-160). Cambridge, UK: Cambridge University Press.
• Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J.M. Norris and L. Ortega (Eds), Synthesizing Research on Language Learning and Teaching (pp. 133–164). Amsterdam: John Benjamins.
• Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263-300.
