AS ERRORS GO BY- Corrective AS ERRORS GO BY- Corrective Feedback in Advanced Feedback in Advanced

Classrooms (2004)Classrooms (2004)

• Lúcia SantosLúcia Santos

• Isabela Villas Isabela Villas BoasBoas

INTRODUCTIONINTRODUCTION

• Importance of the research

• Linguistic Approach ⇒ Communicative Approach

• Global x local errors ⇒ ESL x EFL settings

• Communicative approach : develop communicative competence

Components of language competence (Bachman, 1990)

• ORGANIZATIONAL COMPETENCE– Grammatical competence

• Vocabulary,• Morphology• Syntax• Phonology/graphology

– Textual competence

• PRAGMATIC COMPETENCE– Illocutionary competence– Sociolinguistic competence

Important studies of corrective feedbackImportant studies of corrective feedback

• Error treatment in the classroom is imprecise, inconsistent, and ambiguous. (Allwright, 1975)

• Feedback is confusing to learners in that they often receive contradictory signals simultaneously with respect to the content and the form of their utterances. (Fanselow, 1977).

Important studies of corrective feedbackImportant studies of corrective feedback• Learners noticed forms that they were

pushed to self-repair more than forms that were implicitly provided by teachers. (Slimani, 1992)

• Recasts, similar to noncorrective repetitions, can be perceived by learners as positive evidence (information about what is acceptable in the target language) rather than negative evidence. (Long, 1996)

Important studies of corrective feedbackImportant studies of corrective feedback• Whereas recasting of learner utterances was

the most widely used type of feedback, it was the least successful way of corrective feedback in terms of uptake. The most successful ones were elicitation and metalinguistic feedback. (Lyster and Ranta, 1997)

• Corrective feedback that promotes negotiation of form by allowing students the opportunity to self-correct or to correct their peers resulted in the highest rate of uptake. (Panova and Lyster, 2002)

Steps followedSteps followed• observed 11 advanced classes and took notes of

errors and corrections made during whole class interactions

4111

04

2 0 6

no correction

explicitcorrectionmetalinguisticfeedbackrecast

repetition

clarificationrequestelicitation

Steps followed after Steps followed after observationobservation

• Questionnaires to teachers and students – 30 groups– all the groups observed were involved– data analyzed is based on 27 groups and 24

teachers

• Analysis of data

Is it important to have your spoken errors corrected by the

teacher?

367

0

10

6

yes (95,8%)no (0%)not sure (2.6%) blank (1.5%)

Students’ responses

• We want to be able to speak better English.

• I have to know what my mistakes are and why I am making them.

• Because I can know what my mistakes are and try to improve.

• To learn more.

• So we can learn from our own mistakes.

Frequency of error correction according to students

30

116

190

41

1 40

50

100

150

200 very frequently(7.8%) frequently (30%)

somewhat frequently(49.6%)rarely (10.7)

nonexixtent (0.02%)

blank (0.1%)

Frequency of error correction according to teachers

4

12

8

0

2

4

6

8

10

12

very frequently (16%)

frequently (50%)

somewhat frequently(33%)rarely

What form of error correction is more effective for you?

56

173

113

134

24

92

10

20

40

60

80

100

120

140

160

180

Types of corrective feedback

explicit correction

metalinguisticfeedback recast

repetition

clarification request

elicitation

ineffective

Colunas 3D 8

Teachers’ preferred form of correction

1513

17

11

14

19

02

46

810

1214

1618

20

Types of feedback

explicit correction

metalinguisticfeedback recast

repetition

clarification request

elicitation

What form of error correction is most frequently used by your

teacher?

38

80

143

84

17

52

0

20

40

60

80

100

120

140

160 explicit correction

metalinguisticfeedbackrecast

repetition

clafification request

elicitation

Would you like to have more or less corrective feedback?

2612

97

23

More (68%) Less (0,05%) It's enough (25%) Blank (6%)

Questions for discussion:Questions for discussion:1) What can you conclude from all the data

presented?

2) Can the information presented be generalized to your teaching context? Explain.

3) How can the information presented influence your teaching?

CONCLUSIONSCONCLUSIONS

• Students definitely want and need more corrective Students definitely want and need more corrective feedbackfeedback

• Teachers tend to use more indirect ways of correctionTeachers tend to use more indirect ways of correction• Students tend to prefer more student-generated Students tend to prefer more student-generated

correctioncorrection• Many times students don’t notice:Many times students don’t notice:

– if the teacher is correcting themif the teacher is correcting them– how the teacher is correcting themhow the teacher is correcting them

• There is a lot of variability in students’ preferences of There is a lot of variability in students’ preferences of correction. To solve this problem, the teacher should correction. To solve this problem, the teacher should investigate students’ preferences.investigate students’ preferences.