Corrective Feedback:

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Corrective Feedback
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Corrective Feedback

• Does anyone take the time to notice?

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• A FEW THOUGHTS
• and
• THINGS TO REMEMBER

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Schmidt (2001)
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Schmidt (2001)

• SLA is largely driven by what learners pay
  attention to and notice in target language input

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Schmidt (2001)

• SLA is largely driven by what learners pay
  attention to and notice in target language input
  
• noticing is a necessary precursor to hypothesis
  formation and testing

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• Feedback may play an important role in helping
  students notice important forms

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Problems with Uptake as a Measure of Feedback
Effectiveness
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Problems with Uptake as a Measure of Feedback
Effectiveness

• repetition may be inappropriate from a discourse
  perspective given that the teacher both
  initiates and completes the repair within a
  single move (Lyster, 2004)

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Problems with Uptake as a Measure of Feedback
Effectiveness

• repetition may be inappropriate from a discourse
  perspective given that the teacher both
  initiates and completes the repair within a
  single move (Lyster, 2004)
• repetition may be indicative of nothing more than
  retrieval from short-term memory

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Time, Time, Time

• A seven second rule should be followed to
  enable students to move thoughts from brains to
  mouths (Amirault, 2003)

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Time, Time, Time

• A seven second rule should be followed to
  enable students to move thoughts from brains to
  mouths (Amirault, 2003)
• Teachers need to extend wait-time between
  hearing learners response to feedback and
  topic-continuation moves in order to provide
  opportunities for learners to detect any
  input-output mismatches (Kim, 2004)

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• Shouldnt time also be allotted in order for
  corrective feedback to be moved from noticing to
  understanding?

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RESEARCH QUESTIONS

• How much wait-time do teachers in the
  communicative language classroom typically allot
  for students to notice corrective feedback?

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RESEARCH QUESTIONS

• How much wait-time do teachers in the
  communicative language classroom typically allot
  for students to notice corrective feedback?
• Do these wait times vary in relation to the
  context of the lesson, learner level, or form of
  feedback?

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RESEARCH QUESTIONS

• How much wait-time do teachers in the
  communicative language classroom typically allot
  for students to notice corrective feedback?
• Do these wait times vary in relation to the
  context of the lesson, learner level, or form of
  feedback?
• How much time is typically necessary for students
  to voice uptake of corrective feedback?

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Subjects

• The four students of an upper-intermediate CEP
  class and their teacher
• The eight students of a high-beginner CEP class
  and their teacher

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Collection of Data

• Notes were taken on
• -near-quotes of the errors and corrections
• -records of the quantity and type of error
  corrections
• -rough estimates of the wait-time between these
  corrections and the continuation of the topic

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Lyster and Ranta (1997) Means of drawing
attention to errors

• Explicit correction
• Recast
• Clarification request
• Metalinguistic feedback
• Elicitation
• Repetition

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ResultsThe upper-intermediate class
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(No Transcript)
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ResultsThe high-beginner class
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(No Transcript)
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Findings

• Research question 1-
• How much wait-time do teachers in the
  communicative language classroom typically allot
  for students to notice corrective feedback?

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Pauses were only given/takenafter two forms of
feedback
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Pauses were only given/takenafter two forms of
feedback

• Explicit correction

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Pauses were only given/takenafter two forms of
feedback

• Explicit correction
• Clarification

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Findings

• Research question 3-
• How much time is typically necessary for students
  to voice uptake of corrective feedback?

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Findings

• Research question 3-
• How much time is typically necessary for students
  to voice uptake of corrective feedback?

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Findings

• Research question 2-
• Do wait times vary in relation to the context of
  the lesson, learner level, or form of feedback?

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Sources of Variety
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Sources of Variety

• Recasts

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Sources of Variety

• Recasts
• Communication breakdowns

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Sources of Variety

• Recasts
• Communication breakdowns
• Uptake and class levels/teacher style

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The BIG Finding
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The BIG Finding

• The trend to continue the topic at all costs,
  even at the expense of noticing feedback