The Oral Corrective Feedback English Language Essay

The Oral Corrective Feedback English Language EssayThe center on errors made by second language (L2) learners and Corrective Feedback (CF) _ c ei at that primed(p) as negative evidence, remunerate, negative feedback and focus-on- play by linguists, discourse analysts, psychologists and those who work recently on classroom foster Language Acquisition (SLA) respectively _ had been exist on almost every movement that had took place in the ara of language teaching and learning (Lyster Ranta, 1997). In 1950s and 1960s behaviorists believed that errors can damage learning and should be planted immediately. Recently, those working within the interactionist framework (e.g. Long, 1996) maintain that since CF enables learners to make connections between get to and meaning in the context of communication, it is classic for acquisition (Golshan Ramachandra, 2012, p. 120). The role of feedback is also evident in structural and communicative approaches in which feedback is viewed as a representation of fostering learner motivation and ensuring linguistic accuracy (Ellis, 2009, p. 3). Owing to such attention given to error treatment, scholars were interested to know how they could respond learners errors which results in legal teaching of L2 and how they should behave in different contexts to have a long concludinging effect on learners language.Review of related literatureMaking the temperament of CF clear many studies had d star and researchers investigated different questions aroused around this issue, for example Lyater and Ranta, in 1997, observed four French immersion classroom to watch the different graphic symbols of corrective feedback, their distribution in communicatively oriented classroom and the distribution of intake following different types of corrective feedback. Four years later in 2001, Lyster reviewed the recordings again. This time he tried to find the answer to two other questions that were not discussed in Lyster and Ranta (1997) 1. what types of learners errors lead to what types of corrective feedback? 2. What types of corrective feedback lead to the immediate repair of what types of learner errors?(Lyster, 2001, p. 275) Samar and Shayestefar (2009), in Iran, analyzed their database made from observing two EFL classrooms to find how EFL instructor error treatment in terms of CFs vary across these classrooms and what type of CFs leads to learners uptake and successful repair. Related to this issue Balighizadeh and Abdi (2010) mentioned that language learning and corrective feedback bound up together and make an appropriate language learning environment. They believed that the proceed of feedback is to a greater extent apparent in EFL contexts which teacher is the only source for answering students questions and feedback giving.Corrective feedbackEllis (2009) wrote that corrective feedback takes the form of a response to a learner observation containing a linguistic error (p. 3). This erroneous utterance cou ld be delivered in the form of an unwritten production of L2 or a piece of writing that office teachers can give feedback to both writing and speaking of L2 learners. Bitchener (2008) points out to this issue that there may be prominent differences between SLA work in vocal and written feedback in second language acquisition writing studies( as cited in Soori, Kafipour soury, 2011, p. 497). Therefore this paper only focuses on corrective feedback which is given to oral erroneous utterances. check to previous study done by Lyster and Ranta (1997) these utterances consist of nonnative-like uses of L2 which they classified them to phonological, lexical or grammatical errors and in some cases when more than one type of error occurred in a student turn (e.g. phonological+ lexical) this is called multiple (p. 45). The response can consist of (1) an indication that an error has been committed, (2) provision of the correct target language form, (3) Metalinguistic information about the nature of the error or (4) any combination of these (Soori, Kafipour Soury, 2011, p. 495). Six types of CFs archetypical reported by Lyster and Ranta (1997), therefore, divided into two categories by Soori, Kafipour and Soury based on the way they treat learners errors. This kind of classification established on the basis of information-processing model which describes skill acquisition as a gradual change in knowledge from declarative to procedural mental representations (Ding, n.d., p.88). Therefore giving the correct form helps learners to boost their declarative knowledge_ knowledge of a language system_ but giving metalinguistic information helps learners to increase control over their already internalized declarative knowledge which means to increase their procedural knowledge (Ding, n.d.).Types of corrective feedbackLyster and Ranta (1997) distinguished six different types of feedback in their study and Ding (n.d.) added English examples to these CF types translucent corr ection refers to the straightforward provision of the correct form. As the teacher provides the correct form, he or she clearly indicates that what the student had said was in correct. (e. g. Oh, you mean, you should say). (1) L (learner) and three pear (sounds like bear). T (teacher) not beer. Pear.Recasts involve the teachers reformulation of all or part of the students utterance minus the error. (2) T when you were in school? L yes. I stand in the first row. T you stood in the first row? L yes, in the first row, and sit, ah, sat the first rowClarification requests indicate to students that the utterance is ill-formed in some way and that a repetition or reformulation is required. This is a feedback type that can refer to problems in either comprehensibility or accuracy, or both. (3) L why does he wing to Korea last year? T Pardon? L why did he fly to Korea last year?Metalinguistic feedback contain either comments, information, or questions related to how well-formed the stude nts utterance is, without explicitly providing the correct form. (4) L I went to the train station and pick up my aunt. T Use past tense consistently. L I went to the train station and picked up my aunt.Elicitation refers to techniques that teachers use to directly elicit the correct form from the student. Teachers can elicit completion of their own utterance by strategically pausing to allow students to fill in the blank, or use questions such as How we do X in English? to elicit correct forms, or directly ask students to formulate their utterance. (5) L once upon a time, there lives a poor girl named Cinderella T once upon a time, there L there lived a girl.Repetition refers to a teachers repetition, in isolation, of a students erroneous utterance. In most cases, teachers adjust their intonation so as to highlight the error. (6) L Mrs Jones travel a lot last year. T Mrs Jones travel a lot last year? L Mrs Jones traveled a lot last year.Two other strategies that are used in L2 clas srooms are clarification request and paralinguistic signals (Ellis, 2009). Paralinguistic studies most of the time go with with recasts in tell apart to make them more explicit for students.UptakeA construct closely related to provision of CF is uptake (Samar Shayestefar, 2009, p. 110). Lyster and Ranta(1997) introduced uptake asUptake in our model refers to a students utterance that immediately follows the teachers feedback and that constitutes a reaction in some way to the teachers intention to draw attention to some aspect of the students initial utterance (this boilers suit intention is clear to the student although the teachers specific linguistic focus may not be). (p. 49)The data revealed that uptake of students could have two types, sometimes their errors repair in all and sometimes uptakes need repair and the students may puzzle the utterance with another type of error which it is the teacher that should give CF again.Classification of corrective feedback typesExplic it feedback vs. unverbalisedAs it is written in Ding (n.d), a popular classification of CFs is to divide them according to their explicitness and implicitness. Yang asserted that In the case of implicit feedback, there is no overt indicator that an error has been committed, whereas in explicit feedback types there is (as cited in Ding, n.d., p. 86). Long (as cited in Ding, n.d.) asserted that recast is a form of implicit feedback and can be easily neglected, especially in a meaning-focused context. Balighizadeh and Abdi (2010) had mentioned that because they are not explicit, do not isolate the features of language form that are the focus of feedback, and do not interrupt_ even briefly_ the flow of meaningful interaction (p.59). Lyster (2001) had found a different result. He found that recast most of the time accompanied with another strategy such as repetition or paralinguistic signal or raising stress on the part that error occurred which make the recast less implicit. Other res earchers which compared the effects of recasts and metalinguistic information on delayed performance of L2 learners proposed that interactional feedback in the form of metalinguistic informationmight have been more useful than recasts because learners might be more likely to perceive it as overtly corrective (as cited in Balighizadeh Abdi, 2010, p.64). Ding (n.d.) stated that this dichotomous classification of feedback can be problematic (p. 86). Another classification which tried to prevent such vagueness and was the focus of Ding paper is dividing the CF strategies into recasts and prompts.Recasts vs. promptsLyster (2001) introduced the term negotiation of form which he placed four Cf strategies (i.e. elicitation, metalinguistic clues, clarification requests, and repetition of error) under its rubric. every of these strategies lead to peer- or self-repair and therefore lead to a high rate of uptake. While recasts and explicit correction provide the correct answer and therefore they do not lead to peer- or self-repair. This distinction is clearly expressed by Lyster (2001) recasts and explicit correction are thus distinguishable from the negotiation of form in that the former supplies correct forms that learners may or may not repeat, whereas the latter provides signals to facilitate peer- and self-repair (p.274). duologue of form is called prompt according to Dings (n.d.) studies. Because recasts provide language learners with target-like reformulations and exemplars, they account for a significant part of language input in L2 classrooms, while prompts encourage learners to produce their own target-like output (p.87).Researchers findingsLyster and Ranta (1997) analysed their database in order to find the relationship between feedback type and learner uptake. According to them the most popular feedback technique used by teachers in their project was recast which turn out to be a technique that results the least uptake of any kind (i.e. repair and need-rep air). Clarification request, metalinguistic feedback, and repetition are similar in eliciting uptake from students, and it should be mentioned that metalinguistic feedback was more successful than clarification request and repetition. The most successful technique for eliciting uptake is elicitation All learner utterances following elicitation involve uptake with an almost even distribution between repair and need-repair (Lyster Ranta, 1997, p.54). From these results it can be concluded that the techniques that lead to peer- or self-correction should be used more in form-focused activities. The more students notice the feedback and the more they involve in processing the language items the more uptake results.In order to answer two questions proposed by Lyster (2001) that was mentioned in this paper, Lyster examined the relationship among error types, feedback type, and repair. He found that grammatical and phonological errors tended to invite recasts, whereas lexical errors tended to invite negotiation of form more often than recast (Lyster, 2001, p. 287), And the volume of phonological repairs were learner repetitions following recasts and the majority of grammatical and lexical repairs were peer- and self-repairs following negotiation of form (Lyster, 2001, p. 288). Lyster stated thatalthough the majority of the feedback following grammatical errors involved recasts, the majority of grammatical repairs followed the negotiation of form. Conversely, lexical and phonological repairs resulted, for the most part, from the different feedback types that these error types tended to invite. (Lyster, 2001, p. 285)Samar and Shayestefars (2009) finding was in accordance with Lyster. According to them the recast the most employed feedback (i.e. recast), is the most likely to lead no uptake. Metalinguistic and explicit corrections are the most successful types of feedback leading to successful uptake with metalinguistic more successful at eliciting repair (Samar Shaye stefar, 2009, p.125conclusionAlthough the findings of different researchers are the same, but it cannot be said that these results are conclusive (Tedick, 1998). Tedick (1998) offered four suggestions for teachers based on the experiences of her colleague_ Ms. De Gortari. According to her an English language teacher shoul (1) consider the context, (2) become aware of his current practices, (3) practice a variety of feedback techniques, and (4) focus on the learner _ it is important to let the learner self-correct. Therefore it is important for teachers to become aware of different techniques of Cf and use the findings of researchers in order to gain the best result from their action. If they are working on form, negotiation of form is preferred and suggested, if they are working on fluency and meaning it is better to correct them unobtrusively.