The Role of Feedback in EFL Classes Assignment
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Added on 2020-05-28
The Role of Feedback in EFL Classes Assignment
Added on 2020-05-28
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Discussion of teachers’ feedback to students’ errors in EFLclassroom 1.Introduction 300Like a child learning a mother tongue, any learner will inevitablyexperience some language errors while learning a second language.In the 1950s, "error" was once regarded as a failure in languagelearning. It seems that once a learner makes a mistake in practice,he is a failure. However, with the further development of linguistics,pedagogy and psychology, people changed their opinions on "error".To date, correcting "errors" made by learners in second languageacquisition has been considered as an important way to helpstudents succeed in language learning.Teachers, as the instructors of teaching activities, undoubtedly playa crucial guiding role in the students' learning. At the same time,teachers also must have a clear understanding of errors made bystudents and be good at classifying these problems, which helpsstudents to correct errors on EFL classroom. Lyster (1997) claimsthat teachers’ corrective response can increase students’ uptake,which shows the importance of teachers’ feedback.This assignment includes six parts. The first part is a briefintroduction to students’ errors and teachers’ feedback. The secondpart composes a review of previous researches and definitions ofkey terms. In the third part, this assignment summarizes theproposes and content of the video lesson. After that, in the fourthpart, it focusses on the distribution of students’ error types andteachers’ response type and attempts to find relationship betweenthem. The fifth part is a brief conclusion of the effects of teachers’response and the last part is references. 2.Literature review 4002.1Students’ errors200
Researchers holds different opinions on the definition of “error”. Corder (1967) is a pioneer inmaking a definition of “error”. In the article “The Significance of Learners’ Errors”, he contraststhe “error” with the “mistake”. According to his theory, errors are deviations of language usingwhich can indicate learners’ learning states. However, mistakes are wrong language productionsmade by learners which are related to “processing failures (Corder, 1967:167)” such as learners’memory or condition. Allwright and Bailey (1991: 84) further develops this theory and states thaterrors are “production of a linguistic form that deviates from the correct form”. Brown (1994:205)also claims that errors are deviations form native speakers’ grammar rules. There are different types of students’ errors and Lyster and Ranta (1997) divide these errors intofour categories: phonological, grammatical, lexical, and pragmatic error. 1) Phonological errorrefers to the incorrect pronunciation and intonation of words which may be caused by improperstress or incorrect pronunciation of syllables. 2) grammatical error refers to wrong structures ofsentences which are against grammar rules. 3) lexical error refers to improper use of words in thecontent, such as inaccurate use of synonym, which may be caused by misunderstanding ofmeanings and usages of words. 4) pragmatic error refers to expressions which are not used bynative-speakers but are grammatical right.2.2Teachers’ feedback200Teacher’s feedback is an important method for student to recognize the rightness of their answersand there are many kinds of feedback classification. Considering the function of feedback, Nunan(1991) suggests that feedback can be divided into positive feedback and negative feedback.Positive feedback refers that the teacher uses positive judgements to encourage students, whilenegative feedback refers that the teacher uses different methods to tell students their errors andhelps them to correct. Based on this classification, Carroll and Swain (1993) further dividednegative feedback into two subcategories: explicit negative feedback and implicit negativefeedback. Negative feedback can also be called corrective feedback, which is most frequently usedin EFL class.In a research of teacher-student interaction, Lyster and Ranta (1997) summarized six types ofteachers’ feedback to students’ error by observing several French lessons. These feedbacks are 1)explicit correction. 2) recasts. 3) clarification requests. 4) metalinguistic feedback. 5) elicitation.6) repetition. In 2007, Ranta and Lyster summed up these six categories into two broad categories:reformulations and prompts. The first four types of feedback can be classified into reformulationsand the last two types of feedback can be classified in to prompts.Do 3,4,5 sections total 1300words need 5 references
3.Summary of the lesson 300The lesson begins with the teacher introducing the lesson topic to the students;students grievances. The teacher takes the question-answer approach to carry out thelesson objectives. As this is a language class, the educator deliberately starts with themost basic thing which is defining the terms used in the topic. The students give theirunderstanding of the name which is made from grief and settles on a simple definitionthat a grievance is a complaint.The trainer goes on to distribute a handout which has several pages. The learnersare given a four minutes window period to discuss the questions in groups of threesand some in pairs. After the four minutes elapse, the professor asks feedback fromseveral of the class members (Wang & Selby, 2017). The first question is aboutpersonal future, and a student by the name of David explains that shortly he wants tobe studying at a UK university. The second question is about the challenges thatstudents face while they are learning especially international students. One of thescholars responds that students face homesick and accommodation problems as theyare studying far off country from home. Also, students describe the school fees paidby international scholars as an astronomical fee or excessive fees.Students are given chances to spell the words as they interact in class. Forinstance, the word “harsh” is spelled in class. Also, there is a picture with a caption,and the lecturer asks one of the students to translate it to the rest of the class members.One of the key things to note from this lesson is the practice of indicating anddifferentiating parts of speech. For example, when the word discriminate ismentioned, the class goes further into determining the proposition it uses and its formas a noun.
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