Corrective Feedback and Learner Uptake

Abstract

This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.

Oral Corrective Feedback Strategies in EFL. A Pilot Study in Chilean Classrooms

“…This means that some feedback strategies were determined before analyzing the corpus (top-down) and others emerge from the analysis itself (bottom-up). For this reason, we used elements from previous studies (Lyster & Ranta, 1997;Panova & Lyster, 2002;Ferreira et al, 2007).…”

“…On the other hand, to detect the type of errors corrected for teachers we focused on three types of linguistic errors: pronunciation, vocabulary and grammar as in Lyster and Ranta (1997) and Ferreira et al (2007) …”

“…According to Chaudron (1977) On the other hand, there are some authors (Lyster & Ranta, 1997;Ferreira, Moore, & Mellish, 2007) who only focused on linguistic errors. For instance, Lyster and Ranta (1997) divided errors into five categories: the use of first language L1, gender errors, grammatical errors, phonological errors, lexical and multiple errors, which were the most common among learners.…”

“…For instance, Lyster and Ranta (1997) divided errors into five categories: the use of first language L1, gender errors, grammatical errors, phonological errors, lexical and multiple errors, which were the most common among learners. Nevertheless, Ferreira et al (2007) divided errors into grammatical, pronunciation and vocabulary errors since they identified that those were the most frequent errors made by students.…”

“…A well-known research is the study conducted by Lyster and Ranta (1997) where six different types of strategies were observed: to allow students to complete his statement, (b) Asking questions or (c) by asking students to reformulate the utterance. 4.…”