Corrective Feedback Methods Used

restorative Feedback Use of a Native incline speaker system instructor and a Non-Native Teacher INTRODUCTION The importance and benefits of redressive feedback gull been deb take ind in many aspects in SLA field. Most of the instructors take correcting computer errors as their responsibility. There is no doubt that the first work out of corrective feedback is to make students aw be of their mistakes so that they can correct.The way teachers motorcarry prohibited this impart may dissent from eachother hence I dedic ingestd this paper to find out disaccordences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions almost students mistakes and corrective feedback so as to understand dynamics that effect the persona and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reception fr om teachers to students non-native give c ar use of goods and services of the target language indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches some schools of intellection like Behaviorism considered errors as taboos in their discourse and believed that theyshould be direct corrected by theteacher (Brown, 2007 Larsen-Freeman, 2000 Richards &Rodgers, 2001)while others claimed that error correction was non however unessential, but in addition harmful to language find outing(Krashen, 1981a1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001 Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must(prenominal) be viewed as evidence of learnerslinguistic development, not as a b wee-wee to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leavesome errors uncorrected. Nevertheless, before long SLA researchers strongly believe in error correction and corrective feedback (Ellis,2006). term carrying out corrective feedback, different methods are implemented during the casteroom period. Researchers reach begun to focus on these different methods so as to find out which whizzs are much or less ffective. When it comes to practice in the class the methods may differ according to the students language level and type of error, teachers attitudes towards errors and also time for feedback. Types of Corrective Feedback(Lyster, 1997 LysterRanta, 1997). 1. apparent correction Clearly indicating that the students utterance was incorrect, theteacher provides the correct soma. S any(prenominal) diamonds employ todecoration. TPlease say, Diamondsare use fordecoration. Dont say, employ to. You must use a peaceable form of the present simple tense here. 2.Recast Without directly indicating that the st udents utterance was incorrect, the teacher implicitly reformulates the students error, or provides the correction. S Some diamonds utilize todecoration. T Some diamonds are apply for decoration 3. Clarification request By apply phrases like Excuse me? or I dont understand,the teacher indicates that the message has not been understood or that thestudents utterance contained some kind of mistake and that a repetition or a reformulation is required. S Some diamondsused todecoration. T Excuse me? 4. Metalinguistic hints.Withoutproviding the correct form, the teacher poses questions or provides comments or information colligate to the formation of the students utterance . S Some diamondsused todecoration. T Do diamonds use something to decorate ? 5. ElicitationThe teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to shade the teachers utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. S Some diamondsused todecoration. T People used some diamonds, so ? 2- T Some diamonds? 3- T Say that again. 6. Repetition. The teacher repeats the students error and adjusts intonation to draw students attention to it. S Some diamondsused todecoration. T Some diamonds used to decoration METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded supply class listening course in which native English vocaliser teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed cloth listening parts of recordings from both and student to student discussions from Ms. Costas class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and elucidative their corrective feedbacks, I intervie wed with these teachers so as to understand the dynamics deceitfulness under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below CORRECTIVE FEEDBACK plug-in OF native ENGLISH SPEAKER TEACHER Recast T What did you do yesterday? S I watched TV and I sleep, sleep, sleep. T I slept, I slept, I slept. Okey. Explicit Correction T What are the three things that you ate yesterday? S I ate rice, meatballs and coke. T Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S I guess you didnt eat the coke, probably drink. Dont eat your coke. Recast with examine T What would you buy if you were rich? S I want to buy.. T I would buy S I would buy a car and. Explicit Correction T Enver, where yould you go? S I would go Dubai, Hon Khong, Paris. T Okey, Dubai, Honkong and Paris. Umm, guys make true you are using to go to, go to, everybody go to( Class repeats after the teacher )Recast & Explicit Correction T What would you buy if you were rich? S Build a stately and heavy(a) house T Youd build a big and tall house, word order is like that. Recast & Clarification implore T If you were rich, would you work? S I think macrocosm rich and having a labor is different things. Having a job you asked to a statu /statu/ in our life, it is important. T Status /st? t? s/, is that what you miserly? S Yes, it is important. CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER Recast with essay S Is one passage /r d/ to success / sakses/ advance than another? T Is one road / r d/ to success / s? k? es/ better than another ? Recast T Of course here, the word road is used symbolicly, road is a methaphore, what does it actually suggest? S Method, way.. T Methodology, way, okey. (1)Clarification Request & (2)Metalinguistic Clue S To be successful means that you can do whatever your aims are. T What does it mean to do an aim? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss We achieve. Repetation TWhat is your interpertation of success? SBeing able to reach the necessary knowledge. T Reaching necessary knowledge? S Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction S My friend shatters brochures. T Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3) Recast with stress T What is one skill or talent you wish you had? S The leadership T So you dont think you have leadership skills. S Uhmm, I have but not luxuriant T You wish you had more or better leadership skills, okey. Explicit Correction T I mean how do you think you could change your communication skills?S Going.. En.. T Could Could (clicks his fingers) I could do this, I could do that.. S I could go to England. (1)Repetation (2)Metalinguistic Clue T Other sugges tions please. S Creator, idea creator in an commercial company. T Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss No idea. T Advertising, lets call it advertising. Explicit Correction T In what ways has the typical career part changed in the last few decades? S In the past they climb the ladder but now they T Nobody climbs no ladders. Is that what you are suggesting?S No, they go to better job easily. One step to third stepSomething like that. T Something like that is not a sort. You mean in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties many different jobs, companies, okey? That is it. Corrective Feedback types and percentages given by two teachers are shown on the graphics below It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNTs class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to students mistakes differ.NNT thinks making mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to cloture students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they dont have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a spirited rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issues of corrective feedback in second language acquisition,Teachers College, Columbia University Working paper in TESOL & Applied Linguistics4(2), 1. Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. flash Language Research, 7 Lyster, R. &Ranta, L. (1997 ). Corrective feedback and learner uptake Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla Classroom practice and future directions,International daybook of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012