论文部分内容阅读
【Abstract】In this paper， we will focus on the corrective feedback on SLA learner and present an effective way to use the feedback according to my own teaching experience.
【Key words】corrective feedback； English learning； correction； error
【作者簡介】刘娅娜，上海戏剧学院附属戏曲学校。
In China， there is an unrealistic pedagogy misunderstanding that we consider errors or mistakes as a sign of failure in learning English and accuracy takes the priority in the teaching process. That’s the reason why we put too much emphasis on the grammar structure of the language. However， when we are learning a second language， it seems to be inevitable and natural that we will make some mistakes or errors. It is through errors or mistakes that the teachers can find out the fundamental weaknesses/shortcomings， thus we cannot deny that errors play a positive role in the process of Second Language Acquisition. Analyzing errors helps the learners to divert their attention from the avoidance of errors to error correction， which is an effective and efficient method in language learning. We have to take the following aspects into consideration：
I. Which errors should be corrected
“The distinction is drawn between errors on the one hand and mistakes or lapses on the other. An error is a breach of the language’s code， resulting in an unacceptable utterance； Mistakes or lapses are ‘the result of some failure of performance’ （1967： 18）. They occur when the language user makes a slip such as a false start or a confusion of structure.”
Sometimes the errors can definitely fossilize and those errors should be pointed out immediately， otherwise they will be permanent. Due to the corrective feedback， the learners can make progress and “next step” is for future improvement. On the other hand， a lapse won’t lead to misunderstanding and the learners will not make the same mistake next time. Therefore， in order not to destroy the flow of the class， there is no need to correct every single mistake.
II. When should errors be corrected
In my view， before the teachers make any comments， they should take it into account what’s the purpose of this activity. Are you concentrating on fluency or accuracy？ For instance， suppose it is a debate， fluency will take a higher level. On the contrary， if you are going to do some exercises on grammar， accuracy will be appropriate. It depends on the specific situation. But try to find out a suitable time that will not embarrass the learners. III. How should errors be corrected
According to Lyster and Ranta （1997）， they distinguished six different types of feedback： explicit correction； recast； clarification request； clarification request； metalinguistic feedback； elicitation； repetition. From their research， they made a conclusion that recasting was the most popular method used by the teachers. “Recast—without directly indicating that the student’s utterance was incorrect， the teacher implicitly reformulates the student’s error， or provides the correction.”
As for me， I also propose the following model：
1.Self-correction
In most cases， students can realize that they have made an error or a lapse， then be patient and see if the students will initiate a self-correction. The opportunity should be given to correct himself. Generally speaking， 3 seconds could be given to rethink. Sometimes the students will know what you mean by repeating the mistake.
2.Peer correction
Students can correct each other if the self-correction fails. It can let the teacher know whether the other students are aware of the same problem or not. If they cannot find the error， try to explain this language point again at a later time instead of prolonging the situation. What’ more， this approach will help to make a positive class atmosphere as they can learn from each other， which will result in forming a united group and harmonious relationship.
3.Teacher correction
The teacher-student interaction is still the crucial part in the process of a class. Sometime the students fail to find out the errors by themselves， the teacher should assist them to correct. After the corrective feedback， the teacher will recognize whether it is a comprehensible output. I firmly believe that comprehensible output will contribute to a second language acquisition.
I think the advantage of corrective feedback cannot be countervailed by its disadvantage. No matter which way the teacher wants to correct the errors， let’s try to keep a positive attitude and experience for the learners. In this case， hope the saying “you can learn from your mistakes” will become the reality.
References：
[1]Encyclopedic Dictionary of Applied Linguistics，Keith Johnson and Helen Johnson，1999.
【Key words】corrective feedback； English learning； correction； error
【作者簡介】刘娅娜，上海戏剧学院附属戏曲学校。
In China， there is an unrealistic pedagogy misunderstanding that we consider errors or mistakes as a sign of failure in learning English and accuracy takes the priority in the teaching process. That’s the reason why we put too much emphasis on the grammar structure of the language. However， when we are learning a second language， it seems to be inevitable and natural that we will make some mistakes or errors. It is through errors or mistakes that the teachers can find out the fundamental weaknesses/shortcomings， thus we cannot deny that errors play a positive role in the process of Second Language Acquisition. Analyzing errors helps the learners to divert their attention from the avoidance of errors to error correction， which is an effective and efficient method in language learning. We have to take the following aspects into consideration：
I. Which errors should be corrected
“The distinction is drawn between errors on the one hand and mistakes or lapses on the other. An error is a breach of the language’s code， resulting in an unacceptable utterance； Mistakes or lapses are ‘the result of some failure of performance’ （1967： 18）. They occur when the language user makes a slip such as a false start or a confusion of structure.”
Sometimes the errors can definitely fossilize and those errors should be pointed out immediately， otherwise they will be permanent. Due to the corrective feedback， the learners can make progress and “next step” is for future improvement. On the other hand， a lapse won’t lead to misunderstanding and the learners will not make the same mistake next time. Therefore， in order not to destroy the flow of the class， there is no need to correct every single mistake.
II. When should errors be corrected
In my view， before the teachers make any comments， they should take it into account what’s the purpose of this activity. Are you concentrating on fluency or accuracy？ For instance， suppose it is a debate， fluency will take a higher level. On the contrary， if you are going to do some exercises on grammar， accuracy will be appropriate. It depends on the specific situation. But try to find out a suitable time that will not embarrass the learners. III. How should errors be corrected
According to Lyster and Ranta （1997）， they distinguished six different types of feedback： explicit correction； recast； clarification request； clarification request； metalinguistic feedback； elicitation； repetition. From their research， they made a conclusion that recasting was the most popular method used by the teachers. “Recast—without directly indicating that the student’s utterance was incorrect， the teacher implicitly reformulates the student’s error， or provides the correction.”
As for me， I also propose the following model：
1.Self-correction
In most cases， students can realize that they have made an error or a lapse， then be patient and see if the students will initiate a self-correction. The opportunity should be given to correct himself. Generally speaking， 3 seconds could be given to rethink. Sometimes the students will know what you mean by repeating the mistake.
2.Peer correction
Students can correct each other if the self-correction fails. It can let the teacher know whether the other students are aware of the same problem or not. If they cannot find the error， try to explain this language point again at a later time instead of prolonging the situation. What’ more， this approach will help to make a positive class atmosphere as they can learn from each other， which will result in forming a united group and harmonious relationship.
3.Teacher correction
The teacher-student interaction is still the crucial part in the process of a class. Sometime the students fail to find out the errors by themselves， the teacher should assist them to correct. After the corrective feedback， the teacher will recognize whether it is a comprehensible output. I firmly believe that comprehensible output will contribute to a second language acquisition.
I think the advantage of corrective feedback cannot be countervailed by its disadvantage. No matter which way the teacher wants to correct the errors， let’s try to keep a positive attitude and experience for the learners. In this case， hope the saying “you can learn from your mistakes” will become the reality.
References：
[1]Encyclopedic Dictionary of Applied Linguistics，Keith Johnson and Helen Johnson，1999.