Corrective Feedback

 

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Types of Corrective Feedback

1. Explicit correction. Clearly indicating that the student's utterance was incorrect, the

teacher provides the correct form.

S : [...] le coyote, le bison et la gr...groue. (phonological error) [...] the coyote, the bison and the cr...crane."

T: Et la grue. On dit grue. " And the crane. We say crane."

2. Recast. Without directly indicating that the student's utterance was incorrect, the teacher

implicitly reformulates the student's error, or provides the correction.

S: L'eau érable? (grammatical error) "Maple sap?"

T: L'eau d'érable. C'est bien. "Maple sap. Good."

3. Clarification request. By using phrases like "Excuse me?" or "I don't understand,"

the teacher indicates that the message has not been understood or that the

student's utterance contained some kind of mistake and that a repetition or a

reformulation is required.

S:

T:

Est-ce que, est-ce que je peux fait une carte sur le

...pour mon petit frère sur le computer? (multiple errors)

Pardon?

"Can, can I made a card on the ...for

my little brother on the computer?"

"Pardon?"

4. Metalinguistic clues. Without providing the correct form, the teacher poses questions or

provides comments or information related to the formation of the student's utterance (for

example, "Do we say it like that?" "That's not how you say it in French," and "Is it

feminine?").

S: Euhm, le, le éléphant. Le éléphant gronde. "Uhm, the, the elephant. The

(multiple errors) elephant growls."

T: Est-ce qu'on dit le éléphant? "Do we say the elephant?"

5. Elicitation. The teacher directly elicits the correct form from the student by asking questions

(e.g., "How do we say that in French?"), by pausing to allow the student to complete the

teacher's utterance (e.g., "It's a....") or by asking students to reformulate the utterance (e.g.,

"Say that again."). Elicitation questions differ from questions that are defined as

metalinguistic clues in that they require more than a yes/no response.

S: ...Ben y a un jet de parfum qui sent pas très bon... "...Well, there's a stream of perfume

(lexical error) that doesn't smell very nice..."

T: Alors un jet de parfum on va appeler

a un...? "So a stream of perfume, we'll call

that a...?"

6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's

attention to it.

S: Le...le girafe? (gender error) "The...the giraffe?"

T: Le girafe? "The giraffe?"

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