Corrective-feedback纠错反馈

AReviewoftheResearchesinCorrectiveFeedbackinSecondLanguageAcquisitionby黄筱婕Content1.Errorcorrection&Correctivefeedback2.Typesofcorrectivefeedback3.Theoreticalrationalesofcorrectivefeedback4.Researchincorrectivefeedback5.ImplicationonfutureresearchinCFinChina6.ImplicationonforeignlanguageteachingandlearninginChina1、Errorcorrection&CorrectiveFeedback•Theissuesofhowcompetentspeakersreacttolearners'languageerrorstakesonmanyguisesdependingonthedisciplinaryorientationofresearcher.Ithasbeenexaminedintermsofnegativeevidencebylinguistics,ascorrectivefeedbackbysecondlanguageteachersandasfocus-on-forminmorerecentworkinclassroomSLA.(Lyster,1997)•Correctivefeedback(CF)referstothefeedbackthatlearnersreceiveonthelinguisticerrorstheymakeintheiroralorwrittenproductioninasecondlanguage.2、TypesofCorrectivefeedback•Oralcorrectivefeedbackduringclass•WrittencorrectivefeedbackOralcorrectivefeedbackduringclass•Lyster&Ranta(1997)distinguishedsixdifferenttypesoffeedback:•Explicitcorrection直接纠错法•Recast重铸法•Clarificationrequest要求澄清法•Metalinguisticfeedback元语言提示法•Elicitation诱导法•Repetition重复错误法Writtencorrectivefeedback•Ellis(2007)presentedatypologyofteacheropinionsforcorrectinglinguisticerrorsinstudents'errorwork:•(1)Directcorrectivefeedback;•(2)Indirectcorrectivefeedback;•(3)Metalinguisticcorrectivefeedback;•(4)Focusedversusunfocusedcorrectivefeedback;•(5)Electronicfeedback;•(6)Reformulation.3、Theoreticalrationalesofcorrectivefeedback•TheInteractionHypothesis(Long,1983,1996)•TheOutputHypothesis(Swain,1985,1995)•TheNoticingHypothesis(Schmidit,1994,2001)4、Researchincorrectivefeedback•ResearchinoralCFduringclassAbroad&InChina•ResearchinwrittenCFAbroad&InChinaResearchinoralCFduringclass•Abroad•Inrecentyears,withthegradualdevelopmentofthetheoriesandempiricalstudiesonoralCFinSLAinforeignresearch,thehotissuesofresearchfocusonteachers'recast,learners'uptake,learners'noticingaswellastheirrelationship.Teacher'srecast•Recasthavereceivedspecialattentionfromresearchers.•Lyster&Ranta(1997)reportedthatrecastswerebyfarthepreferredmeansofcorrectingstudents(50%).However,recastistheleastlikelytoleadtouptakeofanykind:only31%recastmovesleadtouptake,andonlyasmallpercentageofrecast(18%)leadtorepair.Inteachers’recast,75%arenoncorrectiverepetition,whichmeansteachersuserecastbutnotaimedforerrorcorrection,sotheirfeedbackmovesgounnoticedbythestudents.•Sheen(2006)Learners'uptake•CorrelationalstudieshaveexaminedtherelationshipbetweendifferenttypesofCFandlearneruptake/repairandbetweenuptakeandacquisition.•Sheen(2004)inthestudyreportedthatNewZealandESLandKoreaEFLproducedsignificantlyhigheruptakeandrepairfollowingrecaststhanCanadaImmersionandCanadaESL,suggestingthatrecastsdonotnecessarilyleadtolessuptakeininstructionalcontextswhereteachersandstudentsareorientedtowardslanguageasform.•Loewen(2005)•foundthatlearners'successfuluptakeinclassroom-basedcommunicativelessonswasastrongpredictoroftheirabilitytosubsequentlycorrecttheirerrorsintailor-madetestsadministeredtoindividualstudents.•LoewenandPhilp(2006)•investigatedtheeffectofdifferentcharacteristicsofrecasts(e.g.,linguisticfocus,length,numberofchanges,segmentation)onindividuallearners’uptakeandacquisition,asmeasuredbytailor-madetests.Theyfoundthatthoserecastswithexplicitlinguisticcharacteristicsweremorelikelytoresultinbothuptakeandlearning.Learners'noticing•JiHyunKim(2005)Nabei&Swain(2002)ResearchinoralCFduringclass•InChina1.literatureanalysis•tosummarizetheresearchresultsofCFandpredictitsdevelopingtrendindomesticresearch•touseexamplestointroducethesixkindsofclassroomerrorcorrectionfeedbackputforwardbyLysterandRanta(1997)•tomakeclearthatteachers'correctivefeedbackhaspositiveeffectsinsecondlanguageacquisition2.theempiricalresearchinthetraditionalcollegeEnglishclassroom•GeXianru&GaoYuying(2005)•Basedontheanalysisofaquestionnaireonteachers'andlearners'perceptionofthecorrectivefeedbackatclassroomlanguageteaching,thisarticleaimstofindouttheirdifferencesandsimilaritiesinviewingcorrectivefeedbackanddifferentfeedbacktypes.Meanwhile,anattemptismadetofigureoutstudents'preferenceinfeedbacktypessoastoinformteachersofeffectiveandsuccessfulfeedback.•Resultshowsthatalthoughtheteachersandstudentsallthinkcorrectivefeedbackisgoodforclassroomteaching,students'favoritefeedbackwayisinconsistentwithteacherscommonlyusedway.•WangXiaohui(2011)•Teachers'beliefsaffecttheirteachingpractices,andtheyarethemosteffectivestandardsofpredictingteachingqualityandteachingeffect.•ThispaperreportsacasestudyfocusingonthreecollegeEnglishteacherstoexploretherelationshipbetweenteachers'teachingbeliefsandtheirteachingpracticesbywaysofclassroomobservation,indepthinterviewandstimulatedrecall.Theresultshowsthatdifferentteachershavedifferentteachingbeliefsandteachingpracticesforpersonaldifferences,andthesameteachercanhaveconflictteachingbeliefs,andseveralstatisticallysignificancesintheteachers'practiceswerereflectedintheirbeliefs,butmanywerenot.•ZhaoChen(2005)•ACorpus-BasedStudyofTeachers'CorrectiveFeedbackinEnglishClassroomInteraction•Thispaperreportsastudyofhowteacher