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Presented by Sarah Waters and Kate Lunde

Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms Roy Lyster and Leila Ranta. Presented by Sarah Waters and Kate Lunde. Purpose of Study. To study corrective feedback as an analytic teaching strategy.

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Presented by Sarah Waters and Kate Lunde

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  1. Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative ClassroomsRoy Lyster and Leila Ranta Presented by Sarah Waters and Kate Lunde

  2. Purpose of Study To study corrective feedback as an analytic teaching strategy. To determine which types of corrective feedback result in the greatest frequency of learner uptake and repair.

  3. Literature Review • Hendrickson’s questions (1978) • Should learners’ errors be corrected? • When should learners’ errors be corrected? • Which errors should be corrected? • How should errors be corrected? • Who should do the correcting? • Still no clear answers • Much research cited that doesn’t directly apply.

  4. Literature Review • Hamayan and Tucker (1980) • Native speakers were corrected in higher grades more than L2 speakers in immersion program. • Doughty (1994) • Teachers correct well-formed utterances with only one error. • Chaudron (1977, 1986, 1988) • Students more likely to produce a correct response when the teacher isolates the error.

  5. Research Questions What are the different types of corrective feedback and their distribution in communicatively oriented classrooms? What is the distribution of uptake following different types of corrective feedback? What combinations of corrective feedback and learner uptake constitute the negotiation of form?

  6. Method Observation of six immersion classrooms Excluded formal grammar lessons Teachers unaware of research focus Taped and then analyzed teacher-student interactions

  7. Data Analysis • Error • one vs. multiple errors • phonological, lexical, grammatical, gender, L1 usage • Feedback • explicit correction, recast, clarification request, metalinguistic feedback, elicitation, repetition • Uptake • repetition, incorporation, self-repair, peer-repair • acknowledgement, same error, different error, off target, hesitation, partial repair

  8. Results

  9. Results Feedback Type and Frequency

  10. ResultsStudent Response to Feedback

  11. Conclusions • Recast is by far the most commonly used but is the least likely to lead to uptake. • Teachers also repeat correct sentences so students may not discern error correction. • Feedback types that allow for negotiation of form are the most effective at producing student repair. • Elicitation and Metalinguistic Feedback

  12. Instructional Implications Use error correction that draws student attention to the error and requires repair. Engage students in negotiation of form during meaningful communicative activities.

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