Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-27T14:34:17.790Z Has data issue: false hasContentIssue false
  • English
  • Français

COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH

Published online by Cambridge University Press:  03 January 2013

Roy Lyster  and
Leila Ranta
Roy Lyster*
Affiliation:
McGill University
Leila Ranta
Affiliation:
University of Alberta
*
*Correspondence concerning this article should be addressed to Roy Lyster, Department of Integrated Studies in Education, McGill University, 3700 McTavish Street, Montreal, QC H3A 1Y2, Canada. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Goo and Mackey (this issue) outline several apparent design flaws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses (a) the claim that the recast-learning relationship has been “settled,” (b) the misleading representation of our views on uptake, (c) the characterization of the CF comparison studies as being weak and invalid, and (d) Goo and Mackey’s recommendations concerning the most appropriate approach to investigating the effect of feedback on second language learning.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 35 , Issue 1 , March 2013 , pp. 167 - 184
Copyright
Copyright © Cambridge University Press 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research, 12, 183–210.CrossRefGoogle Scholar
Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts and L2 learning. Studies in Second Language Acquisition, 28, 543–574.CrossRefGoogle Scholar
Bell, T. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38, 259–270.CrossRefGoogle Scholar
Bigelow, M., delMas, R., Hansen, K., & Tarone, E. (2006). Literacy and the processing of oral recasts in SLA. TESOL Quarterly, 40, 665–689.CrossRefGoogle Scholar
Braidi, S. M. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52, 1–42.CrossRefGoogle Scholar
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners’ errors. Language Learning, 27, 29–46.CrossRefGoogle Scholar
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 4, 161–170.Google Scholar
Doughty, C., & Varela, E. (1998). Communicative focus on form. In Doughty, C. & Williams, J. (Eds.), Focus on form in classroom second language acquisition (pp. 114–138). New York: Cambridge University Press.Google Scholar
Eckerth, J. (2009). Negotiated interaction in the L2 classroom. Language Teaching, 42, 109–130.CrossRefGoogle Scholar
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 3–18. Retrieved from: http://escholarship.org/uc/item/2504d6w3CrossRefGoogle Scholar
Ellis, R. (2011). Second language acquisition, teacher education and language pedagogy. Language Teaching, 43, 182–201.CrossRefGoogle Scholar
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51, 281–318.CrossRefGoogle Scholar
Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28, 575–600.CrossRefGoogle Scholar
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1–23.CrossRefGoogle Scholar
Gass, S., Mackey, A., & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55, 575–611.CrossRefGoogle Scholar
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445–474.CrossRefGoogle Scholar
Han, Z. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36, 543–572.CrossRefGoogle Scholar
Harmer, J. (2007). The practice of English language teaching (4th ed.). London: Longman.Google Scholar
Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. Modern Language Journal, 62, 387–398.Google Scholar
Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form of -te i-(ru) by learners of Japanese as a foreign language. Language Learning, 54, 311–394.CrossRefGoogle Scholar
Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. Modern Language Journal, 84, 311–326.CrossRefGoogle Scholar
Lee, J. (2007). Corrective feedback and learner uptake in English immersion classrooms at the primary level in Korea. English Teaching, 62, 311–334.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309–365.CrossRefGoogle Scholar
Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Studies in Second Language Acquisition, 54, 153–183.Google Scholar
Loewen, S., & Nabei, T. (2007). Measuring the effects of oral corrective feedback on L2 knowledge. In Mackey, A. (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 361–377). Oxford: Oxford University Press.Google Scholar
Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90, 536–556.CrossRefGoogle Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. & Bhatia, T. (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Long, M. (2007). Problems in SLA. Mahwah, NJ: Erlbaum.Google Scholar
Long, M., Inagaki, S., & Ortega, L. (1998). The role of implicit negative evidence in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82, 357–371.CrossRefGoogle Scholar
Lyster, R. (1998). The ambiguity of recasts and repetition in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51–81.CrossRefGoogle Scholar
Lyster, R. (2002). Negotiation in immersion teacher-student interaction. International Journal of Educational Research, 37, 237–253.CrossRefGoogle Scholar
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399–432.CrossRefGoogle Scholar
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: Benjamins.CrossRefGoogle Scholar
Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453–498.CrossRefGoogle Scholar
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269–300.CrossRefGoogle Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66.CrossRefGoogle Scholar
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265–302.CrossRefGoogle Scholar
Lyster, R., Saito, K., & Sato, M. (2013). State-of-the-art article: Oral corrective feedback in second language classrooms. Language Teaching, 46, 1–40.CrossRefGoogle Scholar
Lyster, R., & Sato, M. (in press). Skill acquisition theory and the role of practice in L2 development. In Mayo, M. G., Gutierrez-Mangado, J., & Adrián, M. M. (Eds.), Multiple perspectives on second language acquisition. Amsterdam: Benjamins.Google Scholar
Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Erlbaum.Google Scholar
Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471–497.CrossRefGoogle Scholar
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Mackey, A. (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407–452). Oxford: Oxford University Press.Google Scholar
Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338–356.CrossRefGoogle Scholar
Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In Robinson, P. (Ed.), Individual differences and instructed language learning (pp. 181–209). Amsterdam: Benjamins.CrossRefGoogle Scholar
McDonough, K. (2007). Interactional feedback and the emergence of simple past activity verbs in L2 English. In Mackey, A. (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 323–338). Oxford: Oxford University Press.Google Scholar
McDonough, K., & Mackey, A. (2006). Responses to recasts: Repetitions, primed production, and linguistic development. Language Learning, 56, 693–720.CrossRefGoogle Scholar
Nicholas, H., Lightbown, P., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719–758.CrossRefGoogle Scholar
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528.CrossRefGoogle Scholar
Ohta, A. S. (2000). Rethinking recasts: A learner-centered examination of corrective feedback in the Japanese language classroom. In Hall, J. K. & Verplaeste, L. S. (Eds.), The construction of second and foreign language learning through classroom instruction (pp. 47–71). Mahwah, NJ: Erlbaum.Google Scholar
Oliver, R. (1995). Negative feedback in child NS–NNS conversation. Studies in Second Language Acquisition, 17, 459–481.CrossRefGoogle Scholar
Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50, 119–151.CrossRefGoogle Scholar
Ortega, L., & Iberri-Shea, G. (2005). Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics, 25, 26–45.CrossRefGoogle Scholar
Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573–595.CrossRefGoogle Scholar
Ranta, L. (in press). Feedback on spoken errors. Moving professional learning to classroom practice: An instructor handbook. Toronto: TESL Ontario.Google Scholar
Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The Awareness-Practice-Feedback sequence. In DeKeyser, R. (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141–160). New York: Cambridge University Press.CrossRefGoogle Scholar
Sagarra, N. (2007). From CALL to face-to-face interaction: The effect of computer-delivered recasts and working memory on L2 development. In Mackey, A. (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 229–248). Oxford: Oxford University Press.Google Scholar
Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62, 595–633.CrossRefGoogle Scholar
Sato, M. (2011). Constitution of form-orientation: Contributions of context and explicit knowledge to learning from recasts. Canadian Journal of Applied Linguistics, 14, 1–28.Google Scholar
Schachter, J. (1983). Nutritional needs of language learners. In Clarke, M. & Handscombe, J. (Eds.), On TESOL ’82: Pacific perspectives on language learning and teaching (pp. 175–189). Washington, DC: TESOL.Google Scholar
Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85, 244–258.CrossRefGoogle Scholar
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263–300.CrossRefGoogle Scholar
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 8, 361–392.CrossRefGoogle Scholar
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. New York: Springer Verlag.CrossRefGoogle Scholar
Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 593–610). London: Routledge.Google Scholar
Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, 44, 225–236.CrossRefGoogle Scholar
Tomasello, M., & Herron, C. (1988). Down the garden path: Inducing and correcting overgeneralization errors in the foreign language classroom. Applied Psycholinguistics, 9, 237–246.CrossRefGoogle Scholar
Tomasello, M., & Herron, C. (1989). Feedback for language transfer errors: The garden path technique. Studies in Second Language Acquisition, 11, 385–395.CrossRefGoogle Scholar
Trofimovich, P., Ammar, A., & Gatbonton, E. (2007). How effective are recasts? The role of attention, memory, and analytic ability. In Mackey, A. (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 171–195). Oxford: Oxford University Press.Google Scholar
Tsang, W. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. Regional Language Centre Journal, 35, 187–209.Google Scholar
Wilson, E. O. (1998). Consilience: The unity of knowledge. New York: Vintage Books.Google Scholar
Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32, 235–263.CrossRefGoogle Scholar