1. Corrective Feedback EJ 414 By Chris Gunn

2. 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.

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

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

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

6. 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.

7. 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.

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

9. 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).

10. 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.”

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