Interactional corrective feedback in l1 l2 learning
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Interactional corrective feedback in L1 & L2 learning. Krakow 2006 Mina Drever, consultant, Training and Development Agency for schools, London. Competence: implications for Language Education Framework. Assessment & competence. Why correct errors?. Self-repair

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Interactional corrective feedback in l1 l2 learning l.jpg

Interactional corrective feedback in L1 & L2 learning

Krakow 2006

Mina Drever, consultant, Training and Development Agency for schools, London




Why correct errors l.jpg
Why correct errors?

  • Self-repair

  • Assist transitional competence

  • Develop metalinguistic awareness

  • Avoid fossilisation


What errors l.jpg
Whaterrors?

  • Corder’s systematic errors

    When?

  • immediately? / defer?

    How?

  • implicitly? / explicitly?



Most effective feedback in l2 l.jpg
Most effective feedback in L2

  • Locate errors

  • Immediate rejection + repetition of error in emphatic tone

  • Metalinguistic explanation > self-correction

  • Rephrase original question if no self-correction

  • Peer assistance if no self-correction


Least successful feedback l.jpg
Least successful feedback

  • Exact repetition of error

  • Expansion

  • Mixed

  • Intonation

  • idiosyncrasy


Empirical enquiry corrective feedback l.jpg
Empirical enquiry: corrective feedback

  • 33 education authorities

  • 65 primary schools – 1 teacher in each

  • 33 schools > questionnaire

  • 33 schools > interview

  • Cross-validation

  • Observation study: 8 questionnaire schools




Cross validated findings 8 questionnaire teachers observed feedback in recorded lessons l.jpg
Cross-validated findings: 8 questionnaire teachers’ observed feedback in recorded lessons


Learner errors corrected covertly l.jpg
Learner errors corrected covertly observed feedback in recorded lessons


Confusing feedback cvn covert negative con covert overt negative cnp covert negative positive l.jpg
Confusing feedback observed feedback in recorded lessonsCVN = covert negativeCON = covert overt negativeCNP = covert negative positive


Feedback dilemma l.jpg
Feedback dilemma observed feedback in recorded lessons

This reveals what must be a source of ambiguity for young L2 learners as well as a dilemma for teachers whose mandate is to teach both language and content: namely, how to reinforce the substantive content of student messages while giving them clear messages about language form

Lyster, 1998, p 71



Slide17 l.jpg
Error correction: observed feedback in recorded lessons6 children’s attitudes to error correction at 3 different times over a period of 10 lessons


Conclusion corrective feedback l.jpg
Conclusion: corrective feedback observed feedback in recorded lessons

  • metalinguistic √

  • Recasts X

  • Idiosyncratic ?

  • Confusing ?


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