EXPLICIT AND IMPLICIT TYPES OF CORRECTIVE FEEDBACK IN TURKISH PRIMARY EDUCATION

Abstract

Corrective feedback (CF) has become a significant notion in EFL learning as it is seen as a facilitator to enhance L2 learning. CF is basically refer to any feedback provided to learner containing evidence of learner error of language form (Russel & Spada, 2006), or an immediate response by teacher to learner utterances containing error explained which is also theoretically a complex phenomenon with several functions (Lyster, et.al., 2012). A distinction can be drawn whether CF types are being implicit or explicit that there is not a clear indication of error in implicit CF whereas there is in explicit CF types. This study investigates the explicit and implicit CF types used by teachers in EFL classrooms in primary levels aiming at to see whether there are quantitative differences in the preference of CF types being explicit/implicit. Data of the study gathered from EFL classroom teachers’ course session observations at various levels of primary school. Methodology depends on frequency analysis of CF types employed by teachers during EFL course sessions. Results favored explicit CF types by teachers during EFL sessions.

Keywords

• Corrective Feedback
• Explicit Feedback
• Implicit Corrective Feedback

Kaynakça

1. Li, S.(2010). The effectiveness of corrective feedback in SLA: A Meta-Analysis. Language Learning, 60(2), 309–365. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation form in communicative classrooms. Studies in Second Language Acquisition, 19, 37, 66.
2. Mackey, A. & Goo, J. (2007). Conversational interaction in second language acquisition: a series of empirical studies. A. Mackey (ed.), pp: 407-453, Oxford: Oxford University Press. Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.