OBSERVING L2 TEACHING Feedback in the Classroom

LYSTER AND RANTA (1997)

Student’s uptake

Content-based instruction

French immersion classroom

Other types of L2 instruction

Teacher’s

Feedback

DIFFERENT TYPES OF CORRECTIVE FEEDBACKS : The dog runs fastly.T : ‘Fastly’ doesn’t exist.

‘fast’ does not take –ly. That’s why I picked ‘quickly’ EXPLICIT

CORRECTION

1

Teacher clearly indicates that what the student had said was incorrect and provides the correct form.

T : How often do you wash the dishes?

S : Fourteen T : Excuse me. S : Fourteen. T : Fourteen what? S : ..........

S1 : why you don’t like Marc?T : Why don’t you like Marc?S2 : I don’t know. I don’t like him.

2

The teacher reformulates all or part of a student’s utterance, minus the error.

CLARIFICATION

REQUEST

RECAST

3

Repetition or reformulation is required - The students utterances is

misunderstood- The utterance is illformed in

some way- (pardon me..., what do you

mean by?..)

S : We look at the people yesterdayT : What’s the ending we put on verbs when we talk about the past?

ELICITATION

S : My father cleans the plate.T : Excuse me, he cleans the???S : plates?

4

5

METALINGUISTIC

FEEDBACKComments, information, questions-> well-formedness ->without explicitly providing the correct form

- elicit completion of utterance- Use question to elicit the

correct form- Ask students to reformulate

their utterance

REPETITION

S : He’s in the bathroom.T : Bathroom? Bedroom. He’s in the bedroom.

6

Repetition of the students erroneous utterance-> by adjusting the intonation to highlight the error

COMBINATION OF FEEDBACKS

CORRECTIVE FEEDBACK _ UPTAKE

elicitationClarification

requestMetalinguistic

feedbackRepetition

Recast Least UPTAKE

More UPTAKE

Not all content teaching is

necessarily good language teaching

(swain, 1998)

ANALYSING CLASSROOM INTERACTION

Focus of instruction Input Feedback

Structure-BasedCommunication-

Based Comprehensible input

Structured inputClarification

request

Recast

ElicitationMetalinguistic

feedback

Explicit correction

Repetition

SUMMARY OF TRANSCRIPT 1 Communication-based instruction Communicating messages priority on meaning Comprehensible input Corrective feedback (recast, explicit correction, elicitation,

metalinguistic feedback)

do not interfere the overall focus on meaning and communication

TRANSCRIPT 1B. Two, I want two.T. You want two kids?........S. For the both.T. Both of them........S. Beatrice. When you get –T. When you got – it’s past

Clarification request

Recast

Metalinguistic feedback

S. ...., did you talk long time? T. ...., did you talk for a long time?......S. When you are in –T. When you were –S. Were in this program ?......S. WasT. Was. Are, the past is.... ?S. WereT. Were. Were you, not are you. Not, I am, am I It was I. Caroline

RECAST

Elicitation

Metalinguistic

feedback

SUMMARY OF TRANSCRIPT 2

Structure-based instruction metalinguistic instruction a particular grammar form Structured input Corrective feedback (primarily metalinguistic feedback)

METALINGUISTC FEEDBACK T. What tense is that? T. What do you change the present to? T. What’s the past participle of go? Etc.

YOU CAN OBSERVE YOUR OWN CLASSROOMChoose a teacher centered

activityVideo or audio record

Listen to the recording

Identify particular error

Identify your feed backThe effect of your feedback

FOLLOW UP

ACTIVITY

Use only one error type correction

Video or audio record

WHAT DOES THIS ALL MEAN TO THE CLASSROOM TEACHER? Consider the context Become aware of your current practice Practice a variety of feedback techniques Focus on the learner — It’s important to let the learner self correct.