ELTWeekly Vol. 4 Issue#11 | March 12, 2012 | ISSN 0975-3036

Mastaneh Haghani is a PhD student of TEFL at Islamic Azad University of Science and Research Campus, Tehran, Iran. She is a member of  English Translation Faculty at Islamic Azad University of  Tehran North Branch, Iran. Her areas of interest are second language acquisition, theories of learning and syllabus design.       

Abstract

Among different types of feedback, corrective feedback has been recognized as a useful tool which can be used by teachers to draw the learners’ attention to the salient features of the language they are learning. This study probes into the effectiveness of different types of corrective feedback and the frequency of their adoption by an English teacher. Besides, the learners’ uptake as a response towards the teachers’ corrective feedback and as a determinant factor for the efficacy of the teacher’s corrective feedback was also examined. Nine sessions of interaction between the teacher and her learners were audiotaped and analyzed. The findings revealed that implicit corrective feedback seemed to be more efficient in pushing the learners to repair their erroneous utterances. Among different types of implicit corrective feedback elicitation proved to be the most effective form of corrective feedback.

Key terms: corrective feedback, uptake, elicitation, recast, interaction (more…)