TAILIEUCHUNG - Oral corrective feedback in efl/esl classrooms: Classification models
Having received great interest, there have been a number of attempts in defining and classifying OCF up to date. Different models of classification have been proposed with different aspects of OCF taken into consideration, namely implicitness/explicitness and input-providing and output-prompting. This paper aims to review a body of literature on OCF classification models in the field of SLA. | ORAL CORRECTIVE FEEDBACK IN EFL/ESL CLASSROOMS: CLASSIFICATION MODELS Pham Thi Hanh*, Pham Xuan Tho Faculty of Linguistics and Cultures of English-speaking Countries, VNU University of Languages and International Studies, Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 28 July 2018 Revised 26 September 2018; Accepted 27 September 2018 Abstract: Corrective feedback in general, and oral corrective feedback (OCF) in particular, has been of interest to both language teachers and researchers in second language acquisition (SLA). Teachers focus more on positive feedback and concern if corrective feedback should be provided, and when and how to provide it (Ellis, 2017). By comparison, SLA researchers pay attention to negative feedback and its effectiveness. Having received great interest, there have been a number of attempts in defining and classifying OCF up to date. Different models of classification have been proposed with different aspects of OCF taken into consideration, namely implicitness/explicitness and input-providing and output-prompting. This paper aims to review a body of literature on OCF classification models in the field of SLA. Keywords: oral corrective feedback, classification, second language acquisition 1. Introduction 1 Feedback is one of the features of instruction which has been the subject of second language acquisition (SLA) research for decades. Feedback can be positive or negative, depending on whether the feedback giver wants to encourage or reward the hearer, or to correct his/her errors. Corrective feedback, or negative feedback, is a term employed to refer to the “feedback that learners receive on the linguistic errors they make in their oral or written production in a second language [L2]” (Sheen & Ellis, 2011, p. 593). Research on feedback experienced a boom after Truscott (1996) claimed that corrective feedback had no effect and played no beneficial role in L2 learners’ linguistic development. His study generated long standing .
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