TY - JOUR

T1 - The role of timing and corrective feedback in L2 discussion activities

AU - Pili-Moss, Diana

PY - 2014/1/1

Y1 - 2014/1/1

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 - Delayed corrective feedback

KW - Elicitations

KW - Fluency activities

KW - L2 accuracy

KW - Oral feedback

KW - Second language acquisition

KW - Teaching practice

U2 - 10.18848/2327-7963/CGP/v19i04/48938

DO - 10.18848/2327-7963/CGP/v19i04/48938

M3 - Journal article

AN - SCOPUS:84902294382

VL - 19

SP - 53

EP - 62

JO - International Journal of Pedagogy and Curriculum

JF - International Journal of Pedagogy and Curriculum

SN - 2327-9133

IS - 4

ER -