The role of timing and corrective feedback in L2 discussion activities
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The role of timing and corrective feedback in L2 discussion activities. / Pili-Moss, Diana.
In: The International Journal of Pedagogy and Curriculum , Vol. 19, No. 4, 2013, p. 53-62.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - The role of timing and corrective feedback in L2 discussion activities
AU - Pili-Moss, Diana
PY - 2013
Y1 - 2013
N2 - In this article I focus on the role of corrective feedback in fluency activities in second language acquisition research (SLA) compared to commonly adopted teaching methodology. The role of corrective feedback has changed significantly in recent years and both researchers and practitioners currently agree on its importance for the development of language accuracy in communicative tasks. However, researchers’ and practitioners’ views are still divergent especially in relation to the use of immediate correction of non-target utterances in spoken interaction. Most practitioners consider delayed feedback as the strategy of choice in these contexts, whereas SLA researchers maintain that immediate feedback is preferable. As yet, research has not focused enough on the study of delayed feedback to provide conclusive evidence to support or challenge current teaching practice. In Section 1 I present an overview of the main feedback strategies discussed in the current SLA literature, including recasts and elicitations. In Section 2 and 3 I review current ideas on how to provide feedback in fluency activities according to SLA interactional approaches and commonly adopted teaching practice. I will also present an example of a speaking activity where opportunities for feedback were designed according to current teaching methodology.
AB - In this article I focus on the role of corrective feedback in fluency activities in second language acquisition research (SLA) compared to commonly adopted teaching methodology. The role of corrective feedback has changed significantly in recent years and both researchers and practitioners currently agree on its importance for the development of language accuracy in communicative tasks. However, researchers’ and practitioners’ views are still divergent especially in relation to the use of immediate correction of non-target utterances in spoken interaction. Most practitioners consider delayed feedback as the strategy of choice in these contexts, whereas SLA researchers maintain that immediate feedback is preferable. As yet, research has not focused enough on the study of delayed feedback to provide conclusive evidence to support or challenge current teaching practice. In Section 1 I present an overview of the main feedback strategies discussed in the current SLA literature, including recasts and elicitations. In Section 2 and 3 I review current ideas on how to provide feedback in fluency activities according to SLA interactional approaches and commonly adopted teaching practice. I will also present an example of a speaking activity where opportunities for feedback were designed according to current teaching methodology.
KW - Didactics of English as a foreign language
KW - Oral Feedback
KW - delayed corrective feed
KW - L2 Accuracy
KW - Fluency activities
KW - elicitations
KW - second language
KW - acquisition
KW - Teaching practice
UR - http://www.scopus.com/inward/record.url?scp=84902294382&partnerID=8YFLogxK
U2 - 10.18848/2327-7963/CGP/v19i04/48938
DO - 10.18848/2327-7963/CGP/v19i04/48938
M3 - Journal articles
VL - 19
SP - 53
EP - 62
JO - International Journal of Pedagogy and Curriculum
JF - International Journal of Pedagogy and Curriculum
SN - 2327-7963
IS - 4
ER -