Questions On Oral Corrective Feedback

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Oral Corrective Feedback Corrective feedback is defined as a ‘reply to learner expressions having an error’ and its major role is to offer guidance and insight to teachers on what they need to provide to their learners in order to promote growth and comprehension of the second language. This paper seeks to identify the various types of oral corrective feedback through studying of previous literatures published on corrective feedback which are broadly classified into two categories: prompts and reformulations. Despite the existence of shortcomings associated with corrective feedback, the receptiveness of students to corrective feedback indicates its significance in enhancing the learning of second languages. According to Lyster and Ranta, six different types of CF exist but these can further be broadly classified into two categories; prompts and reformulations (37). Prompts include different types of signals that push a learner to self-repair. These prompt signals include metalinguistic clues, repetition, elicitation, and clarification requests. Reformulations, on the other hand, include explicit correction and recasts, which provide the learner with target formulations of their non-target output. Moreover, corrective feedback could be classified as either implicit or explicit. Recasts are on many occasions considered implicit, but can also become explicit due to certain characteristics such as length, linguistic target, and changes made to the original utterance.
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