Corrective Feedback – pronunciation errors How effective it is in learning L2 oral communication Nguyễn Thị Tố Hạnh

1. Corrective Feedback – pronunciation errorsHow effective it is in learning L2 oral communicationNguyễn Thị Tố Hạnh

2. I. INTRODUCTION II. LITERATURE REVIEW 1. What is an error? 2. Types of corrective feedback? 3. Researchers’ findings of effects of corrective feedback on language oral communication METHODOLOGY 1. The participants 2. Methodology tools 3. The procedures FINDINGS AND DISCUSSIONS LIMITATIONS OF THE STUDY CONCLUSION

3. INTRODUCTION Errors are part of the non-native speakers’ (NNS) language learning process and a certain amount of “corrective feedback” from a NNS’s utterances is essential for continued interlanguage development. Vigil & Oller (1976: 281)

4. Research questions • What types of learners’ errors should be corrected? • What types of corrective feedback should be given? • When and how should corrective feedback be used?

5. LITERATURE REVIEW • What is an error? Why correct errors? * self-repair * assist transitional competence * develop metalinguistic awareness * avoid fossilization • When? immediate repairs? delayed treatments?

6. Types of corrective feedback * Implicit - recasts - repetitions - clarification requests - Elicitation * Explicit - explicit correction - metalinguistic feedback

7. Researchers’ findings

8. Implicit feedback

9. Explicit feedback

10. Empirical enquiry: corrective feedback • 5 students – real-time experiment • 10 students - interview • 7 teachers – interview • 100 students - questionnaire • Classroom observation

11. Empirical enquiry: corrective feedback • 5 students – real-time experiments • 10 students - interview • 7 teachers – interview • 100 students - questionnaire • Classroom observation

12. Feedback to speaking(experimental group)

13. Feedback type by 7 teachersin Speaking activities

14. F.1. Opinions about errors correction in speaking tests or presentations

15. F.2. Opinions about errors correction in speaking activities without mark evaluations

16. F.3. Frequency of repetition of students’ errors for future utterances

17. F.4. Students’ ability of recognition their errors for future utterances

18. SuggestionsCorrective feedback for phonological errors • For immediate treatments (limited) - recasts - repetitions (better used for students of high language proficiency) • For delayed treatments Variety of corrective feedback - clarification requests - elicitation - explicit correction - multiple feedback

19. What should ESL teachers consider? • consider students’ cognition, students’ preferences of error correction and affective reality • decide what type of error to correct, when and how to correct it, and who should correct it • be flexible to provide any types of corrective feedback for different students

20. Limitations and Conclusion • Experiments were applied to a small group of students • Observations were implemented only at one class • Only qualitative research was used • Experiments and observations on different English classes should have been carried out • Both qualitative and quantitative researches should have been used

21. Thank you for listening!