Browsing by Subject "Corrective feedback"
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Item Recasts in the EFL classroom : a comparison of native and nonnative teachers(2010-05) Yang, Yi-Chun Christine; Blyth, Carl S. (Carl Stewart), 1958-; Schallert, Diane; Horwitz, Elaine K.; Abrams, Zsuzsanna; Svinicki, MarillaRecasting (i.e., corrective feedback in which the teacher paraphrases a learner's incorrect utterance without explicitly labeling it as erroneous) is a frequent phenomenon in classroom discourse. Despite its frequency and naturalness, educators continue to debate its efficacy. At issue is whether learners notice such implicit feedback in order to make use of it. This on-going debate centers on the following question: What makes a teacher's recast noticeable to a student? While most of the studies in the recast literature have emphasized student factors such as working memory and/or developmental readiness (e.g., Havranek & Cesnik, 2001), few studies have explored how teacher factors affect learner perceptions of and receptivity to recasts. This study fills this gap by employing qualitative methods to investigate student perceptions of their teacher recasts. Six classes in Applied English Departments at three different institutes of technology in mid-southern Taiwan participated in this study. Different methods were employed to gather student and teacher data in order to arrive at a more complete understanding of classroom recasts: classroom observations, individual student interviews, group stimulated recall interviews, and teacher interviews. According to student interview data, seven teacher categories (e.g., nativeness, teacher language use, teacher affect, etc.) were found to have a significant impact on students’ noticing of and receptivity to recasts. In particular, the findings indicate that EFL student perceptions of recasts are profoundly affected by teachers’ language use (e.g. phonetic and syntactic features) and teachers' nativeness (e.g., native vs. nonnative). Other factors such as teacher-student rapport also mediate students’ attention to and understanding of feedback. In addition to the student self-report data, classroom observation data of teachers' behavior indicated striking differences as well--native teachers tended to correct more grammatical errors while nonnative teachers corrected more phonological errors. In light of these findings, suggestions for improving student awareness of corrective recasts are given to both native and nonnative teachers. It is hoped that the qualitative categories uncovered in this study will lead to more rigorous, testable hypotheses for future quantitative analysis.Item Watching the signs : an examination of foreign/second language written corrective feedback(2014-05) Leeman, Paul Eric; Horwitz, Elaine Kolker, 1950-This report seeks to examine the literature related to written corrective feedback in second/foreign language classrooms in order to inform the most effective pedagogical practices related to this topic. I begin with an article by Truscott which would set the tone for the academic debate on whether or not to provide written corrective feedback in L2 classrooms. In his 1996 article Truscott claims that written corrective feedback a) is not helpful, b) is harmful, and c) should be eliminated entirely. Chapter 1 covers this debate, referred to as the Truscott Debate, reviewing the many articles that directly answer the challenge laid down by Truscott (1996). Following a review of this academic debate, I examine the literature that investigates the specific providers of feedback (teachers or peer feedback), the types of feedback (direct or indirect) and the degree of focus related to those feedback options. Chapter 4 reviews other factors that can also affect the efficacy of written corrective feedback, such as student motivation, learner levels, and oral feedback in conjunction with written feedback and online feedback. Chapter 5 puts forth particular circumstances in which each type of feedback can be efficacious, offering a guide for the provision of feedback in a variety of circumstances.