This document discusses research on corrective feedback in second language classrooms. It describes six different types of corrective feedback: explicit correction, clarification requests, recasts, elicitation, metalinguistic feedback, and repetition. The document also analyzes two transcripts of classroom interactions that demonstrate different focuses of instruction and uses of feedback. The first transcript shows a communication-based class where feedback does not interfere with the focus on meaning. The second transcript demonstrates a structure-based lesson where the teacher provides primarily metalinguistic feedback on grammar forms. The document encourages teachers to observe their own use of feedback and consider varying their techniques.

1. OBSERVING L2 TEACHING Feedback in
the
Classroom

2. LYSTER AND RANTA (1997)
Student’s
uptake
Content-based
instruction
French immersion
classroom
Other types of L2
instruction
Teacher’s
Feedback

3. DIFFERENT TYPES OF
CORRECTIVE FEEDBACK
S : The dog runs fastly.
T : ‘Fastly’ doesn’t exist. ‘fast’
does not take –ly. That’s why I
picked ‘quickly’
EXPLICIT
CORRECTION
1
Teacher clearly indicates that what
the student had said was incorrect
and provides the correct form.

4. T : How often do you wash the dishes?
S : Fourteen
T : Excuse me.
S : Fourteen.
T : Fourteen what?
S : ..........
S1 : why you don’t like Marc?
T : Why don’t you like Marc?
S2 : I don’t know. I don’t like him.
2
The teacher reformulates all or
part of a student’s utterance,
minus the error.
CLARIFICATIO
N REQUEST
RECAST
3
Repetition or reformulation is required
- The students utterances is
misunderstood
- The utterance is illformed in some
way
- (pardon me..., what do you mean

5. S : We look at the people
yesterday
T : What’s the ending we put on
verbs when we talk about the
past?
ELICITATIO
N
S : My father cleans the plate.
T : Excuse me, he cleans the???
S : plates?
4
5
METALINGUIST
IC FEEDBACK
Comments, information,
questions-> well-formedness -
>without explicitly providing
the correct form
- elicit completion of utterance
- Use question to elicit the correct
form
- Ask students to reformulate their
utterance

6. REPETITION
S : He’s in the bathroom.
T : Bathroom? Bedroom. He’s in
the bedroom.
6
Repetition of the students
erroneous utterance-> by
adjusting the intonation to
highlight the error
COMBINATION OF
FEEDBACKS

7. CORRECTIVE FEEDBACK _
UPTAKE
elicitation
Clarification
request
Metalinguistic
feedback
Repetition
Recast Least
UPTAKE
More
UPTAKE
Not all content
teaching is
necessarily good
language
teaching
(swain, 1998)

8. ANALYSING CLASSROOM
INTERACTION
Focus of
instruction
Input Feedback
Structure-Based
Communication-
Based
Comprehensible
input
Structured input
Clarification request
Recast
Elicitation
Metalinguistic
feedback
Explicit correction
Repetition

9. SUMMARY OF TRANSCRIPT 1
 Communication-based instruction
 Communicating messages priority on
meaning
 Comprehensible input
 Corrective feedback
(recast, explicit correction, elicitation,
metalinguistic feedback)
do not interfere the overall focus on
meaning and communication

10. TRANSCRIPT 1
B. Two, I want two.
T. You want two kids?
........
S. For the both.
T. Both of them
........
S. Beatrice. When you get –
T. When you got – it’s past
Clarification
request
Recast
Metalinguistic
feedback

11. S. ...., did you talk long time?
T. ...., did you talk for a long time?
......
S. When you are in –
T. When you were –
S. Were in this program ?
......
S. Was
T. Was. Are, the past is.... ?
S. Were
T. Were. Were you, not are you.
Not, I am, am I It was I. Caroline
RECAST
Elicitation
Metalinguis
tic feedback

12. SUMMARY OF TRANSCRIPT 2
 Structure-based instruction
 metalinguistic instruction a particular
grammar form
 Structured input
 Corrective feedback
(primarily metalinguistic feedback)

13. METALINGUISTC FEEDBACK
T. What tense is that?
T. What do you change the present to?
T. What’s the past participle of go?
Etc.

14. YOU CAN OBSERVE YOUR OWN
CLASSROOM
Choose a teacher centered
activity
Video or audio record
Listen to the recording
Identify particular error
Identify your feed back
The effect of your feedback
FOLLOW UP
ACTIVITY
Use only one error type
correction
Video or audio record

15. WHAT DOES THIS ALL MEAN TO THE
CLASSROOM TEACHER?
 Consider the context
 Become aware of your current practice
 Practice a variety of feedback techniques
 Focus on the learner — It’s important to let
the learner self correct.