Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
TL;DR: This paper investigated the relationship among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level, and found that the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors.
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Abstract: This article presents a study of the relationships among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level. The database is drawn from transcripts of audio-recordings of 13 French language arts lessons and 14 subject-matter lessons totaling 18.3 hours and including 921 error sequences. Wecoded the 921 learner errors initiating each sequence as grammatical, lexical, or phonological, or as unsolicited uses of L1 (English) and corrective feedback moves as negotiation of form (i.e., elicitation, metalinguistic clues, clarification requests, or repetition of error), recasts, or explicit correction. Findings indicate that lexical errors favoured the negotiation of form; grammatical and phonological errors invited recasts, but with differential effects in terms of learner repair. Overall, the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors, but not for phonological errors. Phonological repairs resulted primarily from recasts.
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Citations
The Effects of Foreign Language Anxiety on EFL Learners' Perceptions of Oral Corrective Feedback.
TL;DR: This paper explored if learners' perceptions of two types of oral corrective feedback, recasts, and metalinguistic feedback, are influenced by their foreign language anxiety in classrooms, and found that the learners with lower anxiety were more successfully able to notice the gap between their erroneous utterances and target-like forms or recognize as corrective both the recasts and meta...
•Proceedings Article
A Study of Feedback Strategies in Foreign Language Classrooms and Tutorials with Implications for Intelligent Computer-Assisted Language Learning Systems
Anita Ferreira,Johanna D. Moore,Chris Mellish +2 more
- 01 Dec 2007
TL;DR: The main finding here is that, although GAS occur more frequently than PAS in both corpora, it is the PAS that are more effective, in terms of eliciting explicit repairs by the students.
Oral Error Feedback for English Learners in the Cotaught Content Classroom.
TL;DR: This article examined the options for error feedback in the cotaught content classroom, ultimately offering guidance in unobtrusive, yet effective, error feedback delivery Implications for teachers and researchers are discussed.
The Use of Speech Technology in Foreign Language Pronunciation Training
TL;DR: The paper presents the design of the speech corpus for the purpose of the tutoring system and the analysis of pronunciation errors, and the results of the latter provide information which is important for Automatic Speech Recognition (ASR) training on the one hand, and for automatic error detection and feedback generation on the other hand.
Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective
TL;DR: The authors investigated and compared the effects of scaffolded feedback and recasts on second language (L2) development, and found that scaffolding feedback contributed to higher levels of development compared with recasts.
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