Corrective Feedback – pronunciation errorsCorrective Feedback – pronunciation errors How effective it is in learning L2 oral communicationHow effective it is in learning L2 oral communication

Nguyễn Thị Tố HạnhNguyễn Thị Tố Hạnh

I. I. INTRODUCTIONINTRODUCTION

II. II. LITERATURE REVIEWLITERATURE REVIEW

1. What is an error?1. What is an error?

2. Types of corrective feedback?2. Types of corrective feedback?

3. Researchers’ findings of effects of corrective 3. Researchers’ findings of effects of corrective feedback on language oral communicationfeedback on language oral communication

III.III. METHODOLOGYMETHODOLOGY

1. The participants1. The participants

2. Methodology tools2. Methodology tools

3. The procedures3. The procedures

III.III. FINDINGS AND DISCUSSIONSFINDINGS AND DISCUSSIONS

IV.IV. LIMITATIONS OF THE STUDYLIMITATIONS OF THE STUDY

V.V. CONCLUSIONCONCLUSION

INTRODUCTIONINTRODUCTION

Errors are part of the non-native speakers’ (NNS) language learning process and a certain amount of “corrective feedback” from a NNS’s utterances is essential for continued interlanguage development.

Vigil & Oller (1976: 281)

Research questionsResearch questions

• What types of learners’ errors should be corrected?

• What types of corrective feedback should be given?

• When and how should corrective feedback be used?

LITERATURE REVIEWLITERATURE REVIEW

• What is an error? Why correct errors?

* self-repair

* assist transitional competence

* develop metalinguistic awareness

* avoid fossilization

• When?

immediate repairs?

delayed treatments?

• Types of corrective feedback

* Implicit

- recasts

- repetitions

- clarification requests

- Elicitation

* Explicit

- explicit correction

- metalinguistic feedback

Researchers’ findings

Approved Disapproved

Corrective feedback is usable and needs to be repeated continuously and consistently.

+ helps learners with the exact environment in which to apply rules and discover the precise semantic range of lexical items

+ helps learners to discard what is unacceptable or inappropriate from their interlanguage

When the results of error correction are only “temporary changes” in learners’ language performance and “the risk of negative reactions”, it is best avoided.

+ may make students frustrated and even lose confidence

Approved Disapproved

Recasts

+ are effective and

+ are used frequently in ESL classroom settings

+ help to keep a good flow of learners’ content

Recasts

+ might be influenced by the targeted linguistic feature, learners’ tendency to notice linguistic items, and the developmental readiness of the learner, and other factors

+ do not make learners detect their discrepancy or correct their errors

Implicit feedback

Approved Disapproved

Explicit feedback

+ makes the corrective force clear to the learner

+ gives clues as to the exact location of the error

+ might help learners to carry out of the cognitive comparison between their error and the target form

Explicit feedback that consists of simply indicating that a problem exists does not appear to be helpful

Explicit feedback

• 5 students – real-time experiment• 10 students - interview• 7 teachers – interview• 100 students - questionnaire• Classroom observation

Empirical enquiry: corrective feedback

• 5 students – real-time experiments• 10 students - interview• 7 teachers – interview• 100 students - questionnaire• Classroom observation

Empirical enquiry: corrective feedback

Feedback to speakingFeedback to speaking(experimental group)(experimental group)

Types of corrective feedback

Immediate repairs

Delayed treatments

recasts 3/5 (uptake) 0

repetitions 2/5 (uptake) 0

Explicit correction 5 (uptake) 3

Clarification requests 1 (no uptake) 0

elicitation 0 2

Multiple feedback

(repetitions + clarification requests)

2 (uptake) 0

Feedback type by 7 teachersFeedback type by 7 teachersin Speaking activitiesin Speaking activities

Types of feedback Immediate repairs

Delayed treatments

recasts 5/7 (71.4%)

repetitions 4/7 (57.1%)

Explicit correction 1/7 (14.2%) √

Clarification requests √

elicitation √

Multiple feedback (mixed)

√

0

10

20

30

4050

60

70

80

90100

immediaterepairs

delayedtreatments

students' interviews

teachers' interviews

students'questionnaire

F.1. Opinions about errors correction in speaking tests or presentations

0

10

20

30

4050

60

70

80

90100

immediaterepairs

delayedtreatments

students' interviews

teachers' interviews

students'questionnaire

F.2. Opinions about errors correction in speaking activities without mark evaluations

0

10

20

30

40

50

60

70

80

students'interviews

students'questionnaire

F.3. Frequency of repetition of students’ errors for future utterances

0

10

20

30

40

50

60

70

immediatelyrecognized

sometimesrecognized

didn'trecognize

students'interviews

students'questionnaire

F.4. Students’ ability of recognition their errors for future utterances

SuggestionsSuggestions Corrective feedback for phonological errorsCorrective feedback for phonological errors

• For immediate treatments (limited)- recasts - repetitions (better used for students of high language proficiency)

• For delayed treatments Variety of corrective feedback

- clarification requests- elicitation- explicit correction- multiple feedback

What should ESL teachers What should ESL teachers consider?consider?

• consider students’ cognition, students’ preferences of error correction and affective reality

• decide what type of error to correct, when and how to correct it, and who should correct it

• be flexible to provide any types of corrective feedback for different students

Limitations and ConclusionLimitations and Conclusion

• Experiments were applied to a small group of students

• Observations were implemented only at one class

• Only qualitative research was used

• Experiments and observations on different English classes should have been carried out

• Both qualitative and quantitative researches should have been used

Thank you for listening!