Feedback l2 classroom
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Transcript of Feedback l2 classroom
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OBSERVING L2 TEACHING Feedback in the Classroom
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LYSTER AND RANTA (1997)
Student’s uptake
Content-based instruction
French immersion classroom
Other types of L2 instruction
Teacher’s
Feedback
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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.
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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?..)
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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
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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
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CORRECTIVE FEEDBACK _ UPTAKE
elicitationClarification
requestMetalinguistic
feedbackRepetition
Recast Least UPTAKE
More UPTAKE
Not all content teaching is
necessarily good language teaching
(swain, 1998)
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ANALYSING CLASSROOM INTERACTION
Focus of instruction Input Feedback
Structure-BasedCommunication-
Based Comprehensible input
Structured inputClarification
request
Recast
ElicitationMetalinguistic
feedback
Explicit correction
Repetition
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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
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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
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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
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SUMMARY OF TRANSCRIPT 2
Structure-based instruction metalinguistic instruction a particular grammar form Structured input Corrective feedback (primarily metalinguistic feedback)
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METALINGUISTC FEEDBACK T. What tense is that? T. What do you change the present to? T. What’s the past participle of go? Etc.
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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
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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.