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Immediate application of speech correction feedback in language learning and memory

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Document pages: 12 pages

Abstract: With more and more attention paid to language learners speech errors, error handling strategies have become a part of teachers necessary skills. It is found that corrective feedback has a positive impact on language learners understanding; However, this effect did not last over time. This quasi experimental study attempts to explore whether absorption can reflect language learning and memory by measuring the effectiveness of three common types of oral corrective feedback on phonological errors of Iranian English learners. 54 male intermediate level learners received nine stages of treatment in the story retelling task, including recasting, inspiration and metalinguistic feedback. The results of comparing and correlating post exam scores are displayedled that while recast was found to be the most effective feedback in inducing correct uptake, it was metalinguistic feedback that proved to be the most conducive in learning and retention. Besides, there was no significant relationship between the learners’ scores in uptake and their learning and retention in any groups. This suggests that EFL learners’ immediate reactions to teachers’ input-providing or output-prompting correction could not be a reflection of language development, and more consistent and continuous long-term assessment of the success of corrective feedback has to be envisaged in language teaching methodologies.

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