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Corrective Feedback
         for
   Spoken Errors

  with Paul Gregory Quinn

     paul.quinn@utoronto.ca
  www.paulgquinn.wordpress.com

                                 1
Questionnaire:
Individual Completion




                        2
Questionnaire:
Small Group Discussion




                         3
Questionnaire:
Whole Group Discussion




                         4
A Brief History of SLA Research




                                  5
♪ All you need
       is
compre  hensible
   i nput. ♪ ♪




                   6
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
Corrective Feedback Types




 Input Provision       Output Pushing
•Recasting             •Prompting

•Explicit Correction

                               (Ellis, 2006)   8
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
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
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
Thank You.




             12
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
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

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Oral corrective feedback workshop

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