Oral corrective feedback in second language classrooms

Roy Lyster, Kazuya Saito, Masatoshi Sato

Resultado de la investigación: Review article

162 Citas (Scopus)

Resumen

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

Idioma originalEnglish
Páginas (desde-hasta)1-40
Número de páginas40
PublicaciónLanguage Teaching
Volumen46
N.º1
DOI
EstadoPublished - ene 2013

Huella dactilar

classroom
language
Language
Corrective Feedback
instruction
linguistics
teacher
interaction
knowledge

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language

Citar esto

Lyster, Roy ; Saito, Kazuya ; Sato, Masatoshi. / Oral corrective feedback in second language classrooms. En: Language Teaching. 2013 ; Vol. 46, N.º 1. pp. 1-40.
@article{eafb45fe7cb34150b1309878e75a07a9,
title = "Oral corrective feedback in second language classrooms",
abstract = "This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.",
author = "Roy Lyster and Kazuya Saito and Masatoshi Sato",
year = "2013",
month = "1",
doi = "10.1017/S0261444812000365",
language = "English",
volume = "46",
pages = "1--40",
journal = "Language Teaching",
issn = "0261-4448",
publisher = "Cambridge University Press",
number = "1",

}

Oral corrective feedback in second language classrooms. / Lyster, Roy; Saito, Kazuya; Sato, Masatoshi.

En: Language Teaching, Vol. 46, N.º 1, 01.2013, p. 1-40.

Resultado de la investigación: Review article

TY - JOUR

T1 - Oral corrective feedback in second language classrooms

AU - Lyster, Roy

AU - Saito, Kazuya

AU - Sato, Masatoshi

PY - 2013/1

Y1 - 2013/1

N2 - This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

AB - This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

UR - http://www.scopus.com/inward/record.url?scp=84870536873&partnerID=8YFLogxK

U2 - 10.1017/S0261444812000365

DO - 10.1017/S0261444812000365

M3 - Review article

AN - SCOPUS:84870536873

VL - 46

SP - 1

EP - 40

JO - Language Teaching

JF - Language Teaching

SN - 0261-4448

IS - 1

ER -