Corrective Feedback EJ 414 By Chris Gunn

Today’s Goals (1) Begin discussing corrective feedback. (2) Look at explicit error correction. (3) Do two role-plays: explicit correction of spelling mistakes and explicit error correction of collocations.

Task 1: What is the difference between an error and a mistake in the field of language acquisition?

Task 2: What do you think? Should teachers correct their student errors? What are the benefits and drawbacks of error correction?

Task 3: Positive and Negative Evidence What is positive evidence? What is negative evidence? Come up with a definition for these terms.

Positive Evidence Positive evidence is evidence (or examples of) what is acceptable in a language. In other words, examples of correct language use. Krashen’s comprehensible input is positive evidence.

Negative Evidence Negative evidence is evidence (or examples of) what is not acceptable (ungrammatical or awkward) in a language. Corrective feedback is one important source of negative evidence.

History of Error Correction Audiolingualism Krashen’s Input Hypothesis/Affective Filter/Monitor Model. Natural Order Hypothesis. Long’s Interaction Hypothesis

Explicit Corrective Feedback Explicit corrective feedback is when a teacher indicates a student utterance was incorrect (negative evidence) and provides the student with the correct form (positive evidence).

Explicit Corrective Feedback Example S: I didn’t brought an umbrella so I got very wet. T: You can’t use the past tense twice. You say, “Didn’t bring,” not, “Didn’t brought.”

Explicit Corrective Feedback Example 2 S: I did my promise. T: You don’t ‘do a promise.’ You ‘keep a promise.’