1. Corrective feedback
L2 in the classroom

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

3. 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

4. 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)

5. Different perspectives
Teachers
Researchers
L2 learners

6. 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

7. 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

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

9. 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

10. 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

11. 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.

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

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

14. 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

15. 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?

16. Examples
See examples on Hand-out