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“Corrective feedback and learner uptake: a comparison between Content Based Language Teaching and Communicative Language Teaching” Antonieta Cal y Mayor Turnbull June 2005 OUTLINE  Introduction  Literature review on corrective feedback and learner uptake  Research questions  Observation setting  Observation scheme  Examples of corrective feedback  Results  Discussion  Conclusion INTRODUCTION  Purpose of the observations: 1. To identify and compare the types of corretive feedback teachers provide in a CBLT and CLT environment. 2. To identify what type of corrective feedback leads to learner uptake in each one of the teaching environments.  Focus of the study: Corrective feedback and learner uptake in learnerteacher interaction. N.B. Errors committed in learner-learner interaction were not taken into consideration for this analysis. LITERATURE REVIEW        “Principles of language learning and teaching” (Brown, 1994) “Communicative Language Teaching (CLT): Practical Understandings”(Kleinsasser & Sato, 1999). “Content-based instruction: perspectives on curriculum planning” (Stoller, 2004). “Rethinking the role of corrective feedback in communicative language teaching” (Han:2002) “Focus-on-form and corrective feedback in communicative language teaching: effects on second language learning” (Lightbown & Spada, 1990). “Corrective Feedback and Learner Uptake” (Lyster & Ranta, 1997). “Differential effects of prompts and recasts in form-focused instruction” (Lyster, 2004). OBSERVATION SETTING Content Based Language Teaching Brooklyn International High School Class: 10th grade Science class. No.of Ss: 18 (normally 22)(Teenagers from different language backgrounds). Observation period: 10:00 to 10:50 A.M. Topic: “The different body systems” Seating arrangement: Groups of 3 to 5 Ss in round tables. Group work throughout the class. No lockstep work. OBSERVATION SETTING Communicative Language Teaching Communicative English Program Level of Ss: Lower Intermediate (I-1) No. of Ss: 15 (adults from different language backgrounds) Observation period: 7:10 to 8:00 p.m. Topic: “Papparazi and celebrities” Seating arrangement: Lockstep. Teacher fronted. RESEARCH QUESTIONS 1. What are the types of corrective feedback used in a High School CBLT class and in a CLT ESL adult class? 2. What is the type of corrective feedback most frequently used in each of the two language teaching settings? 3. What is the distribution of uptake following the different types of corrective feedback in each of the two language teaching settings? OBSERVATION SCHEME  Lyster and Ranta’s (1997) corrective feedback taxonomy.  Types or corrective feedback:       Explicit correction Recasts Clarification requests Metalinguistic feedback Elicitation Repetition  Learner uptake: “A student’s utterance that immediately follows the teacher’s feedback and that constitutes a reaction in some way to the teacher’s intention to draw attention to some aspect of the student’s initial utterance”. (Lyster and Ranta, 1997, p. 49) OBSERVATION SCHEME EXAMPLE FROM CBLT Time Interaction Corrective feedbacck YES – NO Explicit correction Recasts Clarification requests Metalinguistic feedback Elicitation Repetition Learner Uptake YES Repair Needs repair NO Additio nal CF YES (Sequen ce in the next line) NO Comments 10:25 T: Is Mohammed working on the content of your brochure? S3: He don’t want to. He want to do the picutres. T: That’s OK. But where is he? S4: He went to the lab. T. Is checking the work of the circulatory system team. She asks a S to read aloud what they have written in the picture of the heart. OBSERVATION SCHEME EXAMPLE FROM CLT Time Interaction Corrective feedbacck YES – NO Explicit correction Recasts Clarification requests Metalinguistic feedback Elicitation Repetition Learner Uptake YES Repair Needs repair NO Additio nal CF YES (Sequen ce in the next line) NO Comments 7:20 T: Where do people find gossiping information? S5: In the tablod T: Tabloid S5: Tabloid T has just showed the magazine “The Enriquer” and made comments about it. He mention this kind of magazine is a “tabloid” and writes the word on the board.. Then he goes on asking Ss questions. “CELEBRITY”  7:42 S9: Celebre T: Celebrity  S9: Celebrity  7:43 S10: Celebrity T: Celebrity  7:44 T writes on the board and makes Ss repeat the word twice.  7:47 S15:…….celebrity…  7:48 S3: ……. celebrity…  7:51 S7:…… celebrity…  7:55 S9:……celebrity… RESULTS TYPES OF CORRECTIVE FEEDBACK CBLT CLT Explicit Correction 66% (4) Elicitation Recasts 5% (1) 11% (2) 17% (1) 17% (1) 84% (16) RESULTS Comparison between errors, corrective feedback and learner up take Raw numbers 25 20 15 10 10 5 0 CBLT CLT 6 5 11 23 19 Corrective feedback Leaner uptake Errors Percentages 120% 100% 80% 60% 40% 20% 0% CBLT CLT 58% 83% Corrective feedback Leaner uptake RESULTS Comparison of results across both teaching settings Errors CBLT (10) Corrective feedback 60% (6) Type of corrective feedback Explicit Correction 17% (1) Elicitation 17% (1) Recasts 66% (1) Learner uptake 83% (5) Learner up take by type of C.F. Explicit Correction 0% (0) Elicitation 100% (1) Recasts 100% (4) CLT (23) 82% (19) Explicit Correction 11% (2) Elicitation 5% (1) Recasts 84% (16) 58% (11) Explicit Correction 50% (1) Elicitation 0% (0) Recasts 63% (10) Real numbers are written in parenthesis. Percentages are followed by the symbol %. In the fourth and fifth columns, the original percentage of corrective feedback has been turned into 100%. In column six, learner uptake has been turned into 100% to allow comparison on the distribution of up take after each type of corrective feedback Corrective feedbak and learner up take on the word “celebrity” Time 7:42 Interaction S9: Celebre T: Celebrity S9: Celebrity S10:…..celebrity T: Celebrity T writes the word celebrity on the board. He underlines the stressed syllable and makes the whole class repeat after him the word two times. T: Celebrity Ss: Celebrity T: Celebrity Ss: Celebrity 7:43 7:44 7:47 7:48 7:51 7:55 S15:…….celebrity….. (The student is reading out loud) S3:……celebrity…… (The student is reading out loud) S7:……celebrity… (The student is reading out loud) S9:…. celebrity… (The student is reading out loud) DISCUSSION  The amount of corrective feedback in both teaching settings was inferior to the amount of errors committed.  Corrective feedback was higher in CLT than in CBLT.  Recast was the most used type of corrective feedback in both settings.  Results for the CBLT differed from the findings in previous SLA empirical studies.  The uptake was higher in CBLT than in CLT.  Recasts resulted in 100% up take in the CBLT.  There’s evidence that the corrective feedback provided for the word “celebrity” by the CLT teacher, helped students if not to acquire, to at least store the native like pronunciation in their short term memory. CONCLUSION  Results should be taken with caution.  Classroom seating arrangement had an impact on the data collection.  Taped data instead of pencil and paper information is preferable. If this is not possible, two observers are advisable in order to obtain inter-observer reliability.  In order to arrive to definite conclusions, various teachers in each of the teaching settings should be observed during an extended period of time.  Relatioship between type of error and amount and type of corrective feedback, as well as between type of corrective feedback and type and quality of learner up take are other variables that can be taken into consideration when conducting further research on this topic.