1. Corrective Feedback
for
Spoken Errors
with Paul Gregory Quinn
paul.quinn@utoronto.ca
www.paulgquinn.wordpress.com
1

2. Questionnaire:
Individual Completion
2

3. Questionnaire:
Small Group Discussion
3

4. Questionnaire:
Whole Group Discussion
4

5. A Brief History of SLA Research
5

6. ♪ All you need
is
compre hensible
i nput. ♪ ♪
6

7. SLA research has shown:
• 1) exposure to comprehensible input is not
enough to lead to complete acquisition of a
language
• 2) instruction is a more efficient method of
language learning than exposure alone
• 3) corrective feedback facilitates grammatical
development
7

8. Corrective Feedback Types
Input Provision Output Pushing
•Recasting •Prompting
•Explicit Correction
(Ellis, 2006) 8

9. Input Providing: Recasting
too.
Yeah, me ust
Ij
T hat’s why
a me
said the s
thing.
v ery
I am ed.
b or
I am very
boring. 9

10. Input Providing: Explicit Correction
Now I am very
ou
”, Y m
embarrassing, I
mean
ing “I a
or y,
t “b sa
embarrassed.
No to d”.
ve bore
ha ry
ve
I am very
boring.
10

11. Output pushing: Prompting
Okay,
I very I am…
boring. I am
very
Okay , do you bored.
want to tr y again?
I…
I am very
boring.
11

12. Thank You.
12

13. Related Reading
• Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning.
Studies in Second Language Acquisition, 28(4), 543-574.
• Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical
study of the learning of linguistic generalizations. Studies in Second Language
Acquisition, 15(3), 357-386.
• Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of
learners’ errors. Language Learning, 27, 29–46.
• Corder, S. P. 1967. The significance of learners' errors. International Review of
Applied Linguistics 5, 161-9.
• Ellis, R. (2006). Researching the effects of form-focussed instruction on L2
acquisition. AILA Review, 19(1), 18-41.
• Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis.
Language Learning, 60(2), 309-365.
• Lyster, R. (2004). Differential effects of prompts and recasts in form-focused
instruction. Studies in Second Language Acquisition, 26(3), 399-432.
13

14. Related Reading Continued
• Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis.
Studies in Second Language Acquisition, 32(2), 265-302.
• Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive implicit
negative feedback? Studies in Second Language Acquisition, 22(4), 471-479.
• Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to
language learners. Language Learning, 51(4), 719-758.
• Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion
students’ oral language abilities: The awareness-practice-feedback sequence. In R.
M. DeKeyser (Ed.) Practice in a second language: Perspectives from applied
linguistics and cognitive psychology (pp. 141-160). Cambridge, UK: Cambridge
University Press.
• Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the
acquisition of L2 grammar: A meta-analysis of the research. In J.M. Norris and L.
Ortega (Eds), Synthesizing Research on Language Learning and Teaching (pp. 133–
164). Amsterdam: John Benjamins.
• Sheen, Y. (2004). Corrective feedback and learner uptake in communicative
classrooms across instructional settings. Language Teaching Research, 8(3),
263-300. 14