Corrective Feedback Strategies in an Italian SLA Classroom
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Classroom interaction is an extensively studied field of Second Language Acquisition that often involves many different investigation of the cooperation between students and teachers (Mackey, 2007; Mackey 2012). One of the main focuses of interaction is corrective feedback in L2 classrooms with the target issue of the language itself and how it is used in the L2 context. Corrective feedback occurs when a student produces an oral error, which is usually followed with the teacher’s reaction in the form of correction. After the teacher’s corrective turn, the student may respond with a sign of learning or comprehension by producing an uptake that reacts to the correction.
There have been many scholastic contributions to the field of corrective feedback. A seminal study done by Lyster and Ranta (1997) provided a taxonomy of the types of corrective feedback and learner uptake which was fundamental for being able to code corrective feedback. They gathered their analysis from four French immersion classrooms that provided six different corrective feedbacks: recast, clarifications, metalinguistic feedback, explicit correction and repetition. The results also showed that recasts, along with clarifications, were used the most which the authors argue that they are not the best methods for a learner’s uptake. Sheen (2004), using Lyster and Ranta’s taxonomy, explored the similarities and differences in teachers’ corrective feedback and learner’s uptake across four different instructional settings: French Immersion, Canada ESL, New Zealand ESL and Korean ESL. The results showed that the most frequent feedback type in all four contexts was recasts and that the salient use of recasts produced the greater number of student uptakes dealing with li...
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