Teacher corrective practices in the foreign language classroom: the effect of timing
Rolin-Ianziti, Jeanne (2006) Teacher corrective practices in the foreign language classroom: the effect of timing. In Social Change in the 21st Century Conference 2006, 27 October 2006, QUT Carseldine, Brisbane.
Since the mid-seventies, research in second language acquisition has studied teacher corrective practices under the name of "feedback." Such research has been regarded as crucial to the language teaching profession, which is faced with the issue of how to react when students make errors in the foreign language classroom. By now, there is a wealth of studies that have described teacher feedback strategies (Chaudron, 1988) or investigated the effect of different feedback types on learner language development (Long, Inagaki & Ortega, 1998; Lyster and Ranta, 1997). Such studies have analyzed teacher feedback during classroom interaction, but only a few of these studies have examined the effect of timing on teacher corrective practices (Loewen, 2004). Timing was nevertheless identified as a fundamental factor in pioneering studies (Hendrickson, 1978). These studies established a distinction between two moments when teachers may choose to deal with correction: Teachers may 1) correct learners immediately after the error or 2) they may decide to delay correction until after an activity is completed. The present paper intends to analyze the second option (delayed feedback) presenting a study designed on the following basis: The practices of three teachers who provided learners with feedback after the performance of a role-play were recorded and transcribed; The transcripts allowed the analysis of 50 sequences, each sequence dealing with the correction of previously emitted error(s). Results showed a contrast between two broad approaches to the management of feedback: The teacher may opt either to review errors without giving students the opportunity to respond to feedback or the teacher may push learners to self-correct and “uptake‿ the correct form (Lyster and Ranta, 1997). The paper discusses the potential value of each approach for language learning by referring to previous research in second language acquisition.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||foreign language teaching, language classroom research, corrective feedback|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Social Change (160805)|
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300)
|Divisions:||Current > Research Centres > Centre for Social Change Research|
Past > QUT Faculties & Divisions > QUT Carseldine - Humanities & Human Services
|Copyright Owner:||Copyright 2006 Jeanne Rolin-Ianziti|
|Deposited On:||10 Apr 2007|
|Last Modified:||09 Jun 2010 22:39|
Repository Staff Only: item control page