Second Language Classrooms

Chaudron, Craig

doi:10.1017/cbo9781139524469

Cited by 535 publications

(134 citation statements)

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“…Corrective feedback and learner uptake have often been observed and examined in the realm of classroom research, and one of the major motivations for investigating the sequence of corrective feedback and uptake was to identify patterns of error treatment in different classroom settings. The discussions on how error treatment should be given have developed in the field of classroom SLA (Allwright & Bailey, 1991;Chaudron, 1988;DeKeyser, 1993). The issues discussed include when, which, and how errors should be corrected, as well as whether learners' errors should be corrected at all.…”

Section: Theoretical Background On Corrective Feedbackmentioning

confidence: 99%

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Darabad¹

2014

IJLD

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This quasi-experimental study aimed to investigate the impact of two corrective feedback techniques (recasts and prompts) on students' performance in pronunciation. Seventy-two students from SAMA High School in Ardabil were assigned as the participants of this study. The data were collected from 3 classroom-based studies; the two experimental conditions -one received corrective feedback in the form of recasts and the other in the form of prompts -and a control group. The instructional intervention, which was spread over a period of two weeks, targeted the final -s and -es endings pronunciation, a difficult aspect of English pronunciation for these learners. To measure the students' prior knowledge of the targeted pronunciation, a pre-test was designed. Immediate post-tests were administrated after the treatments. Delayed post-tests were administrated 2 weeks after the immediate post-test. Fill-in-the-blank, oral picture-description, and read-aloud tasks formed the materials of this study. Comparison of group means across testing sessions using a one-way and repeated measure ANOVA consistently revealed that corrective feedback conditions had a positive effect on the learners' pronunciation accuracy. The effects of recasts were greater than those of prompts for increasing accuracy in the targeted pronunciation of final English -s and -es ending words.

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Section: Theoretical Background On Corrective Feedbackmentioning

confidence: 99%

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Darabad¹

2014

IJLD

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“…In 1997, based on Chaudron's (1977Chaudron's ( , 1986Chaudron's ( , & 1988 intricate model of error correction process and Doughty's (1994a) coding of learner error and teacher feedback, Lyster and Ranta (1997) devised an error treatment sequence which included learner error, teacher feedback and learner uptake. Using this sequence in the observation of 4 French immersion classrooms, Lyster and Ranta (1997) studied the frequency and distribution of each feedback type and learner uptake following each type of feedback.…”

Section: Observational Classroom Studiesmentioning

confidence: 99%

“…Corrective feedback, which plays a scaffolding role in classroom interaction process, has been the focus and prominence of many SLA researchers for the past few decades (Chaudron, 1977(Chaudron, , 1986(Chaudron, , & 1988Doughty, 1994a;Long, 1996;Lyster & Ranta, 1997;Panova & Lyster, 2002;Suzuki, 2004;Li, 2010). Numerous studies, investigating feedback features and effectiveness, derived from Interaction Hypothesis (Long, 1996) which stated that implicit negative feedback, triggering interactional modification, could facilitate learners' comprehension, and Output Hypothesis (Swain, 1985), which asserted that corrective feedback, eliciting modified output, could complete the whole language mastery process.…”

Section: Introductionmentioning

confidence: 99%

Feedback Used in Classrooms with Native English and Non-Native English Teachers

Zhang¹,

Chatupote²

2014

IJELE

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Based on Lyster and Ranta (1997), this current study made a comparison between native and non-native English speaking teachers' corrective feedback to students' errors, and also between different teachers' feedback types and students' uptake. The database consisted of 738 minutes' or 12.3 hours' classroom observation, including two types of teachers, six types of corrective feedback and two types of student uptake. Results showed that recast was the most frequently used feedback type across all the teachers, which simultaneously led to low rate of learner repairs; non-native English speaking teachers provided overwhelmingly more feedback than native teachers, and they tended to use more recast; both native and non-native teachers preferred to use varied kind of feedback at similar distribution which might suggest that corrective feedback did not necessarily rely on teacher types with students of the same proficiency level; elicitation tended to be the most effective feedback type in both native and non-native teachers' class, which might indicate that feedback types which can trigger negotiation of form were effective no matter what types of teachers use them. The results suggested that teachers should avoid using recast and opt for elicitation for more effective learning.

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“…Ellis (2006) has defined it as "responses to learner's utterances containing an error"; also Chaudron (1988) has taken it as a "complex phenomenon with several functions". According to Leeman (2003), feedback acts as a mechanism by which language learners are provided with some evidence.…”

Section: Introductionmentioning

confidence: 99%

The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures

Abedini¹,

Shahnazari²

2016

IJEL

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This study investigated whether the effects of different types of corrective feedback (CF) (simple clarification request, enhanced prompt and elliptical elicitation) would differ on the acquisition of different types of grammatical structures. The target grammatical structures were verb endings (morphological morphemes) in three different English tenses including the simple present third person singular "-s", the present continuous verb formation marker "-ing", and the simple past verb ending" -ed". These targets were chosen because they are rather problematic for EFL learners to acquire. For this purpose, 31 L1 Persian EFL learners at intermediate level were given an opportunity to carry out some tasks and were provided with different types of CF on their erroneous utterances. Data analysis on the output accuracy following feedback on the three grammatical targets showed that the proportion of errors corrected in response to CF in the form of enhanced prompt was more than the proportion of errors corrected in response to the other two types of CF. These results suggest that the more explicit the CF, the more effective it would be in correcting language learners' erroneous utterances regardless of the type of given grammatical structure.

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Second Language Classrooms

Cited by 535 publications

References 0 publications

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Feedback Used in Classrooms with Native English and Non-Native English Teachers

The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures

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