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Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyn Th T Hnh.

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Presentation on theme: "Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyn Th T Hnh."— Presentation transcript:

1 Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyn Th T Hnh

2 I. INTRODUCTION II. LITERATURE REVIEW 1. What is an error? 1. What is an error? 2. Types of corrective feedback? 2. Types of corrective feedback? 3. Researchers findings of effects of corrective feedback on language oral communication 3. Researchers findings of effects of corrective feedback on language oral communication III.METHODOLOGY 1. The participants 1. The participants 2. Methodology tools 2. Methodology tools 3. The procedures 3. The procedures III.FINDINGS AND DISCUSSIONS IV.LIMITATIONS OF THE STUDY V.CONCLUSION

3 INTRODUCTION Errors are part of the non-native speakers (NNS) language learning process and a certain amount of corrective feedback from a NNSs utterances is essential for continued interlanguage development. Vigil & Oller (1976: 281)

4 Research questions What types of learners errors should be corrected? What types of corrective feedback should be given? When and how should corrective feedback be used?

5 LITERATURE REVIEW What is an error? Why correct errors? * self-repair * assist transitional competence * develop metalinguistic awareness * avoid fossilization When? immediate repairs? delayed treatments?

6 Types of corrective feedback * Implicit - recasts - repetitions - clarification requests - Elicitation * Explicit - explicit correction - metalinguistic feedback

7 Researchers findings ApprovedDisapproved Corrective feedback is usable and needs to be repeated continuously and consistently. + helps learners with the exact environment in which to apply rules and discover the precise semantic range of lexical items + helps learners to discard what is unacceptable or inappropriate from their interlanguage When the results of error correction are only temporary changes in learners language performance and the risk of negative reactions, it is best avoided. + may make students frustrated and even lose confidence

8 ApprovedDisapproved Recasts + are effective and + are used frequently in ESL classroom settings + help to keep a good flow of learners content Recasts + might be influenced by the targeted linguistic feature, learners tendency to notice linguistic items, and the developmental readiness of the learner, and other factors + do not make learners detect their discrepancy or correct their errors Implicit feedback

9 ApprovedDisapproved Explicit feedback + makes the corrective force clear to the learner + gives clues as to the exact location of the error + might help learners to carry out of the cognitive comparison between their error and the target form Explicit feedback that consists of simply indicating that a problem exists does not appear to be helpful Explicit feedback

10 5 students – real-time experiment 10 students - interview 7 teachers – interview 100 students - questionnaire Classroom observation Empirical enquiry: corrective feedback

11 5 students – real-time experiments 10 students - interview 7 teachers – interview 100 students - questionnaire Classroom observation Empirical enquiry: corrective feedback

12 Feedback to speaking (experimental group) Types of corrective feedback Immediate repairs Delayed treatments recasts3/5 (uptake)0 repetitions2/5 (uptake)0 Explicit correction5 (uptake)3 Clarification requests1 (no uptake)0 elicitation02 Multiple feedback (repetitions + clarification requests) 2 (uptake)0

13 Feedback type by 7 teachers in Speaking activities Types of feedbackImmediate repairs Delayed treatments recasts5/7 (71.4%) repetitions4/7 (57.1%) Explicit correction1/7 (14.2%) Clarification requests elicitation Multiple feedback (mixed)

14 F.1. Opinions about errors correction in speaking tests or presentations

15 F.2. Opinions about errors correction in speaking activities without mark evaluations

16 F.3. Frequency of repetition of students errors for future utterances

17 F.4. Students ability of recognition their errors for future utterances

18 Suggestions Corrective feedback for phonological errors For immediate treatments (limited) - recasts - repetitions (better used for students of high language proficiency) For delayed treatments Variety of corrective feedback - clarification requests - elicitation - explicit correction - multiple feedback

19 What should ESL teachers consider? consider students cognition, students preferences of error correction and affective reality decide what type of error to correct, when and how to correct it, and who should correct it be flexible to provide any types of corrective feedback for different students

20 Limitations and Conclusion Experiments were applied to a small group of students Observations were implemented only at one class Only qualitative research was used Experiments and observations on different English classes should have been carried out Both qualitative and quantitative researches should have been used

21 Thank you for listening!


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