Presented by Sarah Waters and Kate Lunde
 To
study corrective feedback as an
analytic teaching strategy.
 To
determine which types of corrective
feedback result in the greatest frequency
of learner uptake and repair.
 Hendrickson’s
questions (1978)
• Should learners’ errors be corrected?
• When should learners’ errors be corrected?
• Which errors should be corrected?
• How should errors be corrected?
• Who should do the correcting?
 Still
no clear answers
• Much research cited that doesn’t directly apply.
 Hamayan
and Tucker (1980)
• Native speakers were corrected in higher
grades more than L2 speakers in immersion
program.
 Doughty
(1994)
• Teachers correct well-formed utterances with
only one error.
 Chaudron
(1977, 1986, 1988)
• Students more likely to produce a correct
response when the teacher isolates the error.
 What
are the different types of corrective
feedback and their distribution in
communicatively oriented classrooms?
 What is the distribution of uptake
following different types of corrective
feedback?
 What combinations of corrective
feedback and learner uptake constitute
the negotiation of form?
 Observation
of six immersion classrooms
 Excluded
formal grammar lessons
 Teachers
unaware of research focus
 Taped
and then analyzed teacher-student
interactions
 Error
• one vs. multiple errors
• phonological, lexical, grammatical, gender, L1
usage
 Feedback
• explicit correction, recast, clarification request,
metalinguistic feedback, elicitation, repetition
 Uptake
• repetition, incorporation, self-repair, peer-repair
• acknowledgement, same error, different error,
off target, hesitation, partial repair
2500
n=3268
2164
2000
1500
1104
1000
686
500
377
184
0
No Error
Errors
Feedback
Uptake
Repair
Explicit Repetition
Correction
5%
7%
Metalinguistic
Feedback
8%
Clarification
Request
11%
Elicitation
14%
Percentage of Feedback Type
for Turns
with Feedback
n=686
Recast
55%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Repair
Needs Repair
No Uptake
 Recast
is by far the most commonly used
but is the least likely to lead to uptake.
• Teachers also repeat correct sentences so
students may not discern error correction.
 Feedback
types that allow for negotiation
of form are the most effective at
producing student repair.
• Elicitation and Metalinguistic Feedback
 Use
error correction that draws student
attention to the error and requires repair.
 Engage
students in negotiation of form
during meaningful communicative
activities.