Corrective feedback L2 in the classroom 27-02-2017

This class Corrective feedback (CF): Yes/no? How? Break Introduction Analysis of examples Break Analysis of examples/discussion Information final presentation/paper

Errors: where do they come from? (20-02-2017) Learner characteristics L1 Other L2’s Spoken register Learner strategies Characteristics target language Teaching method Learning context Errors

Learner language & errors (20-02-2017) Knowing more about L2 development and the underlying mechanisms is crucial Not all errors are equal: errors can also be an indication of progress Errors may tell us something about the development of learner language (Interlanguage)

Different perspectives Teachers Researchers L2 learners

Corrective feedback (CF) Fundamental issue in both language pedagogy and SLA research Aspect of instruction where concerns of teachers and interests of researchers coincide Consensus teachers + researchers: corrective feedback is useful and may promote L2 acquisition But: many different views on HOW

Questions 1. Should errors be corrected: YES 2. When should errors be corrected? Immediate vs delayed 3. Which errors should be corrected? Selective or overall correction? Focused correction Form or meaning 4. How should errors be corrected? Different strategies: implicit vs explicit Input- or output-based 5. Who should do the correction? Teacher feedback Self-repair Peer feedback

CF and UG Universal principles; parameter setting Innate LAD Acquisition by means of positive evidence -> implicit knowledge Role of negative evidence: debated

CF and UG Truscott (various studies) Corrective feeback: no effect on linguistic development; leads only to explicit knowledge acquisition by positive evidence, not by negative evidence

CF and Cognitive-Interactionis approaches No LAD Language development as a specific form of cognitive development No rule learning; learning by means of associations, patterns CF contributes also to ‘acquisition’, not only to ‘learning’ CF promotes cognitive mechanisms involved in intake, restructuring, interlanguage development

CF and Socio-Cultural theories Similar to cognitive-interactionist approaches, but major focus on role of environment Learning by means of ‘scaffolding’, collaboration ‘zone of proximal development’ (Vygotskij; Piaget) View on CF: not very concrete; CF although useful needs to be ‘fine-tuned’ to proficiency level of individual learners.

Strategies of CF Key dimensions Input-providing vs output-prompting Explicit vs implicit

CI: Type of strategies (cfr. Lyster & Ranta, 1997); Exercise Hand-out Explicit correction Recasts Clarification request Metalinguistic comment Elicitation Repetition

General principles Intensive CF Explicitness of CF Multiple forms of CF depending on context, task, proficiency level Combination of input-providing and output prompting CF strategies Importance of self-repair/revision

Research agenda (cfr. Ellis & Shintani) Different types of CF: which one is most effective? Role played by individual learner factors in mediating effects of CF Role played by contextual factors in mediating effecst of CF Learner’s engagement/reaction to CF Learning outcomes: to what extent does CF promote L2 learning?

Examples See examples on Hand-out