Corrective Feedback Methods Used

Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher INTRODUCTION The importance and benefits of corrective feedback have been debated in many aspects in SLA field. Most of the teachers take correcting errors as their responsibility. There is no doubt that the first aim of corrective feedback is to make students aware of their mistakes so that they can correct.The way teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reaction from teachers to students’ â€Å"non-nativelike use of th e target language† indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches; some schools of thought like Behaviorism considered errors as taboos in their discourse and believed that theyshould be immediately corrected by the  teacher (Brown, 2007; Larsen-Freeman, 2000; Richards &Rodgers, 2001)while others claimed that error correction was not only unnecessary, but also harmful to language learning(Krashen, 1981a;1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001; Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners'linguistic development, not as a sin to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leave  some errors uncorrected. Nevertheless, currently SLA researchers st rongly believe in error correction and corrective feedback (Ellis,2006). While carrying out corrective feedback, different methods are implemented during the classroom period. Researchers have begun to focus on these different methods so as to find out which ones are more or less ffective. When it comes to practice in the class the methods may differ according to the students’ language level and type of error, teachers’ attitudes towards errors and also time for feedback. Types of Corrective Feedback:(Lyster, 1997; Lyster;Ranta, 1997). 1. Explicit correction: Clearly indicating that the student's utterance was incorrect, theteacher provides the correct form. â€Å"S:   Some diamonds  used to  decoration. T:Please say, ‘Diamonds  are used for  decoration’. ‘Don’t say,used to’. You must use a passive form of the present simple tense here. â€Å" 2.Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds are used for decoration† 3. Clarification request: By using phrases like â€Å"Excuse me? † or â€Å"I don't understand,†the teacher indicates that the message has not been understood or that thestudent's utterance contained some kind of mistake and that a repetition or a reformulation is required. â€Å"S:   Some diamonds  used to  decoration. T: Excuse me? â€Å" 4. Metalinguistic clues.Withoutproviding the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance . â€Å"S:   Some diamonds  used to  decoration. T: Do diamonds use something to decorate ? 5. Elicitation:The teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to complete the teacher's utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. â€Å"S:   Some diamonds  used to  decoration. – T: People used some diamonds, so †¦? 2- T: Some diamonds†¦? 3- T: Say that again. â€Å" 6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's attention to it. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds used to decoration â€Å" METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded preparation class Listening course in which native English speaker teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed material listening parts of recordings from both and student to student discussions from Ms. Costaà ¢â‚¬â„¢s class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and clarifying their corrective feedbacks, I interviewed with these teachers so as to understand the dynamics lying under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below: CORRECTIVE FEEDBACK TABLE OF NATIVE ENGLISH SPEAKER TEACHER| Recast| T: What did you do yesterday? S: I watched TV and I sleep, sleep, sleep. T: I slept, I slept, I slept. Okey. |Explicit Correction| T: What are the three things that you ate yesterday? S: I ate rice, meatballs and coke. T: Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S: I guess you didn’t eat the coke, probably drink. Don’t eat your coke. | Recast with stress| T: What would you buy if you were rich? S: I want to buy.. T: I would buy S: I would buy a car and†¦. | Explicit Correction| T: Enver, where yould you go? S: I would go Dubai, Hon Khong, Paris. T: Okey, Dubai, Honkong and Paris. Umm, guys make sure you are using â€Å"to† go to, go to, everybody go to†¦( Class repeats after the teacher)|Recast & Explicit Correction| T: What would you buy if you were rich? S: Build a tall and big house T: You’d build a big and tall house, word order is like that. | Recast & Clarification Request| T: If you were rich, would you work? S: I think being rich and having a job is different things. Having a job you asked to a statu /statu/ in our life, it is important. T: Status /st? t? s/, is that what you mean? S: Yes, it is important. | CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER| Recast with stress| S: Is one road /r d/ to success / ’sakses/ better than another? T: Is one road / r d/ to success / s? k? es/ better than another ? | Recast| T: Of course here, the word â€Å"road† is used symbolicly, road is a methaphore, what does it actually suggest? S: Method, way.. T: Methodology, way, okey. | (1)Clarification Request & (2)Metalinguistic Clue| S: To be successful means that you can do whatever your aims are. T: What does it mean ‘to do an aim’? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss: We achieve. | Repetation| T:What is your interpertation of success? S:Being able to reach the necessary knowledge. T: Reaching necessary knowledge? S: Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction| S: My friend shatters†¦ brochures. T: Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3)| Recast with stress| T: What is one skill or talent you wish you had? S: The leadership T: So you don’t think you have leadership skills. S: Uhmm, I have but not enough T: You wish you had more or bet ter leadership skills, okey. | Explicit Correction| T: I mean how do you think you could improve your communication skills?S: Going.. En.. T: Could ! Could! (clicks his fingers) I could do this, I could do that.. S: I could go to England†¦. | (1)Repetation (2)Metalinguistic Clue| T: Other suggestions please. S: Creator, idea creator in an commercial company. T: Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss: No idea. T: Advertising, lets call it advertising. | Explicit Correction| T: In what ways has the typical career part changed in the last few decades? S: In the past they climb the ladder but now they†¦ T: Nobody climbs no ladders. Is that what you are suggesting?S: No, they go to better job easily. One step to third step†¦Something like that. T: Something like that is not a sort. You mean; in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties; many different jobs, companies, okey? That is it. | Corrective Feedback types and percentages given by two teachers’ are shown on the graphics below : It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNT’s class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF; 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses; 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to student’s mistakes differ.NNT thinks m aking mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to stop students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they don’t have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a high rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers’ expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issu es of corrective feedback in second language acquisition,Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics  4(2), 1. â€Å"Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ: Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7† Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla: Classroom practice and future directions,International Journal of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012

Community Health Essay

Measels, also known as rubeola, is a viral respiratory illness. Although vaccination is available in developed countries, it remains one of the leading causes of death among children worldwide (CDC, 2013). The degree of contagiousness of measles contributes to this alarming statistic. The first sign of measles is often an extremely elevated temperature and lasts for approximately one week. Other signs and symptoms include cold-like symptoms such as cough, watery eyes, and a runny nose. Also, small white lesions are visible on the interior of the mouth. A hallmark indication of the measles respiratory virus is the rash presenting on the face and neck, which spreads with time to the limbs. There is no antiviral for the measles at present time. However, a definitive treatment has been identified. Vitamin A supplements, two doses given 24 hours apart, have been proven to reduce the number of deaths resulting from this virus by half (WHO, 2014). The deaths that do result from the measles virus are typically due to complications resulting from the virus. A2,3: Incidence: Because there is a vaccination for measles, it is rare in parts of the world where children are routinely vaccinated. Worldwide, there are approximately 20 million instances of measles (WHO, 2014). Mortality: There are over 100,000 deaths yearly contributed to measles. The majority of those deaths occurred in India (WHO, 2014). Prevalence: After the introduction of the measles vaccination, the prevalence of the virus has decreased dramatically. However, vaccinations that are easily accessible within the United States and other developed countries are not as readily available for other countries. Awareness: Immunization awareness is of utmost importance. Because deaths from this disease are easily preventable with a simple immunization, immunization programs are essential in protecting human lives.

Poetry explication Essay Example | Topics and Well Written Essays - 750 words - 3

Poetry explication - Essay Example The speaker is lying alone on her bed, at midnight. She couldn’t sleep and she listens to the sound of the rain tapping on the window glass. She remembers her past loves and realizes that they aren’t really very significant as she doesn’t even remember the names of her past lovers. The feelings that she remembers are very generic and simple (as opposed to special). She compares herself to a â€Å"lonely tree† (9) during the winter time and contrasts summer in the next two lines. The message in the last two lines are quite sad (and lonely of course, as she is alone) because it echoes the fact that â€Å"summer sang† (13) and â€Å"sings no more† (14). There is sureness in the fact that something will not happen again; that something has ended. The poem pictures a lonely person trying to introspect into her love life. Trying to remember loves and loves lost; trying to evaluate if they were all worth it. Apparently there were a lot of lovers because she has forgotten the people, â€Å"the arms that lain under my head† (2) and the â€Å"lips my lips have kissed† (1), that she has experienced. That these are the â€Å"unremembered lads that not again will turn† (7) and that they will never happen again because that season of her life has ended, when she compared herself to a lonely tree in winter. The loneliness and sadness is very evident in the poem as it portrays a woman alone in bed in a dark, rainy and cold night, realizing that the past loves of her were shallow; probably thinking that all of those experiences are worthless as none of them were special. The last line of the poem, though, can be a bit vague in a sense that she compared herself to a tree in winter. Winter. Winter is a part of a season, and in this poem, the seasons is a metaphor for life. It is told that in life there is always a season for everything; that there is a time for everything. Now it’s also known that the seasons come and go. Now she is at the winter part of

The politics of mass consumption in postwar America by Lizabeth Cohen, Essay

The politics of mass consumption in postwar America by Lizabeth Cohen, - Essay Example Explain how the consumer economy, society, and culture during the World War II era affected women and African Americans and how consumerism in the wartime years provided opportunities for both of these groups to claim greater social and political power as â€Å"citizen consumers. Soon after the World War II, the American administration had adopted an effectuate strategy to reconstruct their economy by promoting and expanding mass consumption. Those who were at the helm of affairs took prosperity of Americans, as a central point of their plan. In their thoughts, the demand driven economy not only provide an opportunity for effective recovery but rekindled hopes in Americans for becoming part of an egalitarian society and to raise their heads being a true democratic nation. The idea of mass consumption provided American citizens to live in an ideal situation than before with equal footings with the neighbors (Cohen, 64). The above move was not accidental. It co relates with the histor ical era of 60s and 70s. At that time, the diversified segments of society comprised of African American origin, women, adults and the old citizens began to assess themselves within the ambit of identity politics. Here, the people’s affiliation with specific community defined their cultural awareness and motivation for a consolidated action. If we look back to the era of 60s, we find that those market managers, who failed to respond to the market demands in terms of innovative products, soon disappeared. Mr. Haley, Vice President and corporate researcher very rightly pointed out "it is easier to take advantage of market segments in vogue than to attempt to create new ones" (Cohen. 68) With the advent of new innovative deals and the ending of World War II, sizeable American Consumers got to know their rights as an individual consumer which was instrumental in promoting the generalized goods. In his book Cohen introduced mass consumption philosophy into four parts. In Part I, s he elaborately discussed the "Origins of the Postwar Consumers' Republic,† concerning 30s and 40s era, when a concept of citizen consumer was coined that emanates from women and African-Americans. The said categories accept it a way of life. They consider it  to be  a safer and equitable market place. In the second part namely "The Birth of a Consumers' Republic," wherein she specifically discussed the role of Consumers? She hailed the patriotism of American nation since they fulfilled their obligations by promoting consumerism as a safe passage to economic equality and the political independence. Cohen identifies how consumer related policies helped the consumers to underwrite in terms of GI Bill and the tax code, which benefited the white middle class males segment greatly at the cost of discriminating other stakeholders with particular reference to women and the African Americans origin (Cohen, 85). She also discussed in her book the existing gap between the promise and the reality with regard to the rights of Consumer, instrumental to ignite civil rights movement. The increasing demand of blacks for public accommodation, stores, theaters and restaurants against the backdrop of black access to house themselves in public accommodation e.g. downtown stores, movie theaters, and restaurants can not be ignored. Above mentioned sites of consumption, overshadowed by the privatized new commercial avenues that comes to surface in suburban America. In part III entitled "The Landscape of Mass Consumption," Cohen apprised its readers that how the suburban America queued racial and income lines in accordance with the study of New Jersey State. For him suburban shopping malls not inclined to adopt the model of urban downtowns. In the last part of discussion that drives out from â€Å"The Political Culture of Mass Consumption," shows how the market trend and the national politics could effectively be dealt with the issues of reinforcement and simplification to cope with after war trends.

Separation and anxieties Essay Example | Topics and Well Written Essays - 500 words

Separation and anxieties - Essay Example Approximately four to five percent of the children in US suffer from this disorder. The disorder is not sex-specific meaning that it affects both males and females equally. The disorder usually wears off during the teens or puberty however a small percentage of people still retain it. Separation anxiety is a natural phenomenon in babies that are of the age group two to four since that is the time when they need their parents’ constant attention. However as the children grow up and start to become a little independent, this feeling dies off. In some cases, the anxiety persists and hence results in this so called separation anxiety disorder. There are many symptoms which may point towards the presence of this order. Some of the most common ones include not going to school or bed without the parents or a caretaker. Also there is a persistent fear in the minds of these children that something bad will happen to the guardian if they are separated from them which causes them to cry or act in a very hyper manner. Separation anxiety disorder has multiple origins. The most obvious being some mental distress or trauma that a child has gone through like an accident or a death in the family. However many a times the parents themselves are responsible for this condition. Sometimes the anxiety is mutual and a greater contribution comes from the side of the parents who refuse to let go of their children alone. Children whose parents are over protective have a greater likelihood of suffering from the separation anxiety disorder. The disorder is also thought to have genetic origins and it is said that parents who suffer or suffered from separation anxiety have a greater probability of having children who have to go through the same thing. During normal conditions the separation anxiety symptoms usually subside when the child gets assured that the parents

Economics of Energy and Environment Essay Example | Topics and Well Written Essays - 3750 words

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Culture & Growth stages of Organizations Research Paper

Culture & Growth stages of Organizations - Research Paper Example The ethical and moral values of the people employed by the organization, their social background and their religious values define the culture of an organization. According to Schein (1992), organizational culture is determined by the shared assumptions and beliefs about the world, human nature and human relationships. Organizational culture includes the procedures, leadership styles, individuality, language and symbols used in the organization. The culture of an organization is shaped by values, beliefs and underlying assumption of the personnel of an organization. Values are the factors that represent the outlook of the culture of an organization. Values and beliefs of the people are prominent factors that are shaped by the underlying assumptions of the people. Underlying assumptions are the response of the environment in which the organization exists and these are unconsciously accepted by the people. The culture of an organization may be an obstacle in the way of achieving the mi ssion of the organization. If the mission of an organization and the culture of the organization are conflicting in nature, it might be difficult for the organization to achieve its objectives successfully. An organization must have complete support of the personnel in the organization in order to ensure successful implementation of the strategies set out by the organization to achieve its objectives. ... Leaders may use the style of communication in order to emphasize the need for change in the culture of an organization. Emotional outbursts also have positive impacts in case of bringing a change in the culture of an organization. In order to send a message to the personnel of an organization regarding a thing that is not important, a leader may choose to give no attention to that particular thing. In this manner, the perception of the organizational personnel regarding that thing would change and it would gradually be eliminated from the organization. A change in the culture of an organization can also be brought by the way the leader responds to the crisis. In the stages of growth of the organization, there are a number of things that require significant changes within an organization. An organization needs to acclimatize with its external environment. If the external environment of an organization changes the organization would also have to change. If the organization remains pers istent and does not bring any change, the organization would become vulnerable to a crisis. In this case, a leader plays an important role. In order to ensure that the change is supported throughout the organization, the leader might need to exaggerate the effect that the crisis might have on the organization. In such scenario, the leader may act as a savior and take some rigorous steps that have the potential to bring a change in the organization that would not have been possible otherwise. In order to tackle the change that must be brought in the culture of an organization at the time of growth in the organization, the leaders can bring the change by acting as a role model for others. Leaders can communicate their expectations through their own

Impact of Uninsured Population Project PART TWO & FINAL Essay

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Why study Chemical and Biological Engineering Essay Example for Free

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Blue Crab Report Essay Example for Free

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