Özlem KIVRAKDAL

   Özlem Kıvrakdal
   2013177077
   3N3


                                               TYPES OF CORRECTIVE FEEDBACK

1. Explicit correction: Clearly indicating that the student's utterance was incorrect, the teacher provides the correct form.

Example:
L: On May.
T: Not on May, In May. We say, "It will start in may.

2. Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction

Example:

L: I went there two times.
T: You've been there twice?

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3. Clarification request:By using phrases like "Excuse me?" or "I don't understand," the teacher indicates that the message has not been understood or that the student's utterance contained some kind of mistake and that a repetition or a reformulation is required.

Example:
L: What do you spend with your wife?
T: What?

4. Metalinguistic clues: Without providing the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance.

Example:

L: He like hot dogs.
T: Third person singular..remember..add 's'..
L: He likes hot dogs.

5.Elicitation:The teacher directly elicits the correct form from the student by asking questions.

Example:

L: I'll come if it will not rain.
T: I'll come if it ......?

6. Repetition:The teacher repeats the student's error and adjusts intonation to draw student's attention to it.

Example:

L: I will showed you.
T: I will SHOWED you (?)...
L: I will show you.

                   Characteristics of good 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

                   Characteristics of bad feedback

• 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

         REFLECTION

•  I think that the kind of feedback that encourages learners to improve should start of saying something that is good about the situation.I think that sometimes when teachers give learners feedback they discourage them from doing something.
  For example, in school when teachers give learners comments on the work you hand in. I think that it is very useful for giving constructive criticism to learners;Therefore,this feedback can help learners' improvement.So this is a good way to give feedback for their good habits.