FATMA ALTAN

                                     
 FATMA ALTAN
 2014177007                                
  3N3



                                    TYPES OF FEEDBACK 

Types of Corrective Feedback
 1. Explicit correction: Giving the correct form to learners and telling them what they said was incorrect. 

                          - Example:
                      S: I hurted my foot
                     T: no, not hurted- hurt.

 2. Recast: Teacher rephrases the students' utterances to eliminate errors.

                      -Example:
                       S: you can count with me.
                       T: you can count on me

 3. Clarification request. teacher indicates to the student that they didnt undestand what the sudent said.

                       -Example:  
                         S:I go my yob.
                         T:Pardon

4. Metalinguistic clues. commeting or asking questions about the form of the students' utterances without explicitly correcting it.
                       - Example:
                         S:he like to eat pizza.
                         T:Do we say'he like?'

5. Elicitation:Techniques used to get the students the produce the correct form, either by completing the teacher's own restatement, asking the student questions about how sth should be said, or asking students to repeat utterances in a reformulated version.
                       - Example1:
                         T:my name................
                         S:is
                       -Example2:
                        T:How do we use the verb 'to be' in the present tense 3rd person singular.

 6. Repetition. Teacher repeats back the incorrect utterance with rising intonation or emphasis so that student knows which part is in need of repair.

                       - Example:
                         S:I half three childrens.
                         T:I half three childrens.


                  EXAMPLES FOR GOOD AND BAD FEEDBACK

 Feedback Timing

Examples of Good Amounts of Feedback	Examples of Bad Amounts of Feedback
Returning a test or assignment the next day Giving immediate oral responses to questions of fact Giving immediate oral responses to student misconceptions Providing flash cards (which give immediate right/wrong feedback) for studying facts	Returning a test or assignment two weeks after it is completed Ignoring errors or misconceptions (thereby implying acceptance) Going over a test or assignment when the unit is over and there is no opportunity to show improvement

 Amount of Feedback

Examples of Good Amounts of Feedback	Examples of Bad Amounts of Feedback
Selecting two or three main points about a paper for comment Giving feedback on important learning targets Commenting on at least as many strengths as weaknesses	Returning a student's paper with every error in mechanics edited Writing comments on a paper that are more voluminous than the paper itself Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

 Feedback Function

Examples of Good Feedback Function	Examples of Bad Feedback Function
Identifying for students the strengths and weaknesses in the work Expressing what you observe in the work	Putting a grade on work intended for practice or formative purposes Telling students the work is "good" or "bad" Giving rewards or punishments Giving general praise or general criticism

REFLECTION

 ı would prefer negative and positive constructivist feedback because  improvement of students' performance cannot be made unless there is a balance of positive and negative feedback. Hearing only good things-positive feedback- from a teacher will make students think they’re doing everything perfectly, even if mistakes are being made. Only receiving negative criticism-negative feedback-will discourage students and decrease their motivation. Acknowledging both the good and the bad encourages students while at the same time lets them know where they might need improvement. That is the most effective way for making students' performance better.