Corrective Feedback in Second Language Classrooms

In this paper I attempt to analyse and survey the role of corrective feedback -more specifically recasts- in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusión whether or...

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Autor principal:	Véliz C,Leonardo
Lenguaje:	English
Publicado:	Universidad Católica Silva Henríquez 2008
Materias:	Corrective feedback recasts clarifkation request positive feedback negative feedback
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112008000100016
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spelling	oai:scielo:S0716-581120080001000162013-11-14Corrective Feedback in Second Language ClassroomsVéliz C,Leonardo Corrective feedback recasts clarifkation request positive feedback negative feedback In this paper I attempt to analyse and survey the role of corrective feedback -more specifically recasts- in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusión whether or not students are able to no tice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermedíate level and five taking advanced English courses. Intermedíate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermedíate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to 'read between lines' and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advanced and, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes.The results as well as the tests on the whole, clearly demónstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermedíate students, though the difference is not striking.info:eu-repo/semantics/openAccessUniversidad Católica Silva HenríquezLiteratura y lingüística n.19 20082008-01-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112008000100016en10.4067/S0716-58112008000100016
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Corrective feedback recasts clarifkation request positive feedback negative feedback
spellingShingle	Corrective feedback recasts clarifkation request positive feedback negative feedback Véliz C,Leonardo Corrective Feedback in Second Language Classrooms
description	In this paper I attempt to analyse and survey the role of corrective feedback -more specifically recasts- in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students' self-correction in order to finally come to the conclusión whether or not students are able to no tice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermedíate level and five taking advanced English courses. Intermedíate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermedíate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to 'read between lines' and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advanced and, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes.The results as well as the tests on the whole, clearly demónstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermedíate students, though the difference is not striking.
author	Véliz C,Leonardo
author_facet	Véliz C,Leonardo
author_sort	Véliz C,Leonardo
title	Corrective Feedback in Second Language Classrooms
title_short	Corrective Feedback in Second Language Classrooms
title_full	Corrective Feedback in Second Language Classrooms
title_fullStr	Corrective Feedback in Second Language Classrooms
title_full_unstemmed	Corrective Feedback in Second Language Classrooms
title_sort	corrective feedback in second language classrooms
publisher	Universidad Católica Silva Henríquez
publishDate	2008
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112008000100016
work_keys_str_mv	AT velizcleonardo correctivefeedbackinsecondlanguageclassrooms
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Corrective Feedback in Second Language Classrooms

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