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Oral Correction

Oral Correction

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Published by Marisol

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Categories:Topics, Art & Design
Published by: Marisol on Jun 09, 2010
Copyright:Attribution Non-commercial

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12/18/2012

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 _______________________________________________________________________________ 
 The 6th Oxford Day1
 
Outline of the talk 
1.Definition of corrective feedback (CF)2.Corrective feedback episodes3.CF in language pedagogy and SLA/ Writing research4.Controversies concerning CF;(a) whether CF contributes to L2 acquisition,(b) which errors to correct,(c) who should do the correcting (the teacher or the learner him/herself),(d) which type of CF is the most effective(e) what is the best timing for CF (i.e. immediate or delayed).5. The need for a broader perspective:(a) a cognitive perspective(b) a social perspective(c) a psychological perspective6. Sociocultural theory7. Sociolcultural theory and some general principles for corrective feedback 8. Guidelines for conducting corrective feedback 9. Corrective feedback in teacher education _______________________________________________________________________________ 
 The 6th Oxford Day2
 
Appendix A: Definitions and example of CF strategies
Corrective feedback strategyDefinitionExample1. RecastThe corrector incorporatesthe content words of theimmediately precedingincorrect utterance andchanges and corrects theutterance in some way(e.g. phonological,syntactic, morphologicalor lexical) (Braidi 2002).L: I went there two times.T: You’ve been. You’ve been there twice as agroup?2. RepetitionThe corrector repeats thelearner utterancehighlighting the error bymeans of emphatic stress.L: I will showed you.T: I will SHOWED you.L: I’ll show you.3. Clarification requestThe corrector indicatesthat he/she has notunderstood what thelearner said.L: What do you spend withyour wife?T: What?4. Explicit correctionThe corrector indicates anerror has been committed,identifies the error and provides the correction.L: On May.T: Not on May, In May.We say “It will start inMay”5. ElicitationThe corrector repeats partof the learner utterance butnot the erroneous part anduses rising intonation tosignal the learner shouldcomplete it.L: I’ll come if it will notrain.T: I’ll come if it ……?6. Paralinguistic signalThe corrector uses agesture or facialexpression to indicate thatthe learner has made anerror.L: Yesterday I go cinema.T: (gestures with rightforefinger over leftshoulder to indicate past). _______________________________________________________________________________ 
 The 6th Oxford Day3

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