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.’