Activity 10.

5: Discussion #6
November 1, 2015
Charles J. Rock
Corrective Feedback
1. Do you think you may have a preference for using a particular type of
corrective feedback in your teaching?
Well, I dont really have a preference in corrective feedback in my teaching. I
believe that I have used some or all types of corrective feedback in my teaching. I
think Ive been using 2 types of corrective feedback in my class:
1) Explicit feedback I tend to use this type of feedback for my students.
Sometimes, my students have a bad habit of signing in English grammar; I have
to give them explicit feedback, to remind them that ASL is not based on English
grammar. It is necessary for me to drill my students again and again until they
get it. Personally, I think ASL 1 (beginners level) is hard for the instructor and
students. The students need to be aware that ASL is a completely different
structure than English. I have noticed that students know that its a different
language, but they sometimes still use English grammar. I feel that explicit correct
is a good method to correct and help my students to understand ASL better.
2) Seldomly, I use metalinguistic feedback in my ASL class. I remembered talking to
my ASL 2 class like this:
Student: I GO STORE TO BUY MILK AND COOKIE.
Me: WE NOT USE WORD AND AND TO IN ASL. THAT IS ENGLISH. WE CAN SIGN
I GO STORE BUY MILK, COOKIE TELL ME WHEN YOU GO STORE?
Student: TODAY.
Me: OK, THAT FINE. IF YOU TALK ABOUT YESTERDAY, YOU SIGN I FINISH GO TO
STORE BUY MILK, COOKIE. YESTERDAY.
Student: OK
3) I do lots of repetition in my class. It helps my students to understand when they
repeat after me.
2. For example, would you consider yourself to be a recaster or a
prompter or do you think you would use a range of different feedback
types.
I am more like a recaster than a prompter. I do use a range of different feedback
types. Im not going to pick one or two types of feedback; I think its beneficial if I

use all of them so I would understand myself better. I like to have all tools in my
toolbox, rather than one or two.
3. What could you do to find out?
The only option I can find out is to have my colleagues sit in my classroom and
observe my instruction and interact with the students. The colleagues should be
fluent in ASL (it can be an ASL teacher or ASL interpreter). I will sit down with
him/her and explain how to use my observation chart. I can teach him/her what
are these feedback errors, genuine questions, and negotiation for meaning, etc so I
can get more accurate response from him/her.
-----------------------------------November 1, 2015
Natalie Hendrix-Evans
RE: Corrective Feedback
You used a clear example of how you would discuss language in ASL with your
students. I like that you provided that example. I agree with you that teachers need
to have different types of feedback ready in their toolbox to use in the classroom.
Thanks for sharing your post.
----------------------------------November 1, 2015
Jesse Smith
RE: Corrective Feedback
Great post Charles! I really like the example of student interaction you posted as
well. I feel the same way as you as far as a preference towards one
particular corrective feedback type. I don't think I have one I prefer most, but I
notice I use certain ones more than the others. Like I said in my post, "If I feel the
student knows the answer to my question I will use elicitation. If a student makes a
mistake I may use repetition or ask a clarification question to help them spot the
error. I noticed I use recasts, elicitation, repetition, and clarification questions the
most. If a mistake is made and I feel it is important enough to discuss I will use
explicit correction, but not as often as the others. If I feel the student knows the
answer but needs a hint in order to remember the information I may use
Metalinguistic feedback." On another note, another idea on how to know what you
do in class could be to record yourself and then observe it at a later time using a
chart like the one we had to create this week. Again, great post!

Charles J. Rock
TASL 501 Supplementary Activity 7.1
November 10, 2015
1. Roy Lyster
2. Jim Cummins
3. Robert DeKeyser
4. Stephen Krashen
5. Merrill Swain
6. Manfred Pienemann
7. Nick Ellis
8. Kelleen Toohey
9. Nina Spada & Maria Frhlich
10. Carmen Munoz