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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

Interactional corrective feedback in L1 & L2 learning

Krakow 2006

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

why correct errors
Why correct errors?
  • Self-repair
  • Assist transitional competence
  • Develop metalinguistic awareness
  • Avoid fossilisation
what errors
Whaterrors?
  • Corder’s systematic errors

When?

  • immediately? / defer?

How?

  • implicitly? / explicitly?
most effective feedback in l2
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
Least successful feedback
  • Exact repetition of error
  • Expansion
  • Mixed
  • Intonation
  • idiosyncrasy
empirical enquiry corrective feedback
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
Cross-validated findings: 8 questionnaire teachers’ observed feedback in recorded lessons
confusing feedback cvn covert negative con covert overt negative cnp covert negative positive
Confusing feedbackCVN = covert negativeCON = covert overt negativeCNP = covert negative positive
feedback dilemma
Feedback dilemma

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
Error correction: 6 children’s attitudes to error correction at 3 different times over a period of 10 lessons
conclusion corrective feedback
Conclusion: corrective feedback
  • metalinguistic √
  • Recasts X
  • Idiosyncratic ?
  • Confusing ?
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