Feyza Şahin
3N3/ 2013177117
FEEDBACK
3N3/ 2013177117
FEEDBACK
Feedback is information a teacher or another speaker, including
another learner, gives to learners on how well they are doing, either to help
the learner improve specific points, or to help plan their learning. Feedback can be immediate, during an
activity, or delayed, at the end of an activity or part of a learning programme
and can take various forms.
Example
A teacher agrees with learners that they will not be corrected during a conversation activity but that the teacher will take notes and give feedback afterwards.
A teacher agrees with learners that they will not be corrected during a conversation activity but that the teacher will take notes and give feedback afterwards.
In the classroom
In correction, it is typical to use feedback in a way that shows the learner has made a mistake, but allows the learner to attempt to correct it themselves. Facial expression, body language, gesture and intonation can all be used to give this type of feedback to speaking. Correction codes are used in writing to achieve this; if learners have made a word order mistake, the teacher marks 'WO' at that point, allowing the learner to go back and correct it themselves.
In correction, it is typical to use feedback in a way that shows the learner has made a mistake, but allows the learner to attempt to correct it themselves. Facial expression, body language, gesture and intonation can all be used to give this type of feedback to speaking. Correction codes are used in writing to achieve this; if learners have made a word order mistake, the teacher marks 'WO' at that point, allowing the learner to go back and correct it themselves.
Types of Feedback
1. Recast
A recast is an instructor's
rephrasing student's utterance, so that the utterance is correcin its
grammatical form and-or its meaning.
Example:
S: "Yesterday I am sick,
and I stay home."
T: "Yesterday I WAS sick,
and I STAYED home."
2. Error correction
Error correction refers to the
assistance provided by either expert, peer, or self, with reference to any
shortcomings on the part of a second language student in the target language.
It can be oral, written, or non-verbal.
Example:
S: "Yesterday I am sick,
and I stay home."
T: "Yesterday I WAS sick,
and I STAYED home. Remember, we're trying to create sentences in the past
tense, not the present."
3. Self correction
Self correction is the
correction or compensation of the mistakes/errors made by oneself.
Example:
One example of self correction
may be a student figuring out on his own which errors necessitate correction
based on input/hints provided by an instructor, without that instructor
actually doing the correcting. It appears to be scaffolding within the realm of
learning how to recognize and remedy one's own errors through expert
assistance. One article covering self correction is by Taka-Yoshi Makino
(1993).
4. Positive feedback
Positive feedback encourages a
student to repeat and/or expand upon a given contribution in the target
language. It is very similar to what psychologists would refer to as a positive
reinforcer.
Example:
T: "What is today's
date?"
S: "Today is Tuesday,
October 31."
T: "Very good! And which
year?"
S: "2006."
T: "Great job!"
5. Negative feedback
Negative feedback, according
to Merriam Webster, is "feedback that tends to dampen a process by
applying the output against the initial conditions."
Example:
S: "Last weekend I go to
movies and write paper for class."
T: "No, that's not
exactly how we would say that. Listen, Last weekend I went to the movies, and I
also wrote a paper for class."
The Teacher might follow this
recasting with an explanation of past tense verbs as well as definite and
indefinite articles if the student's language doesn't have them, as this
example suggests.
6. Informational and/or motivational feedback
“Informational feedback corrects errors that
the learner commits. Motivational feedback motivates the learner to try harder.
Informational feedback should always be motivating, but motivational feedback
does not always provide information.”
Example:
A smile or a word of
encouragement.
CHARACTERISTICS OF FEEDBACK
Timing
The purpose of giving immediate or only
slightly delayed feedback is to help students hear it and use it.
Purpose:
·
For students to get feedback while they
are still mindful of the learning target
·
For students to get feedback while
there is still time for them to act on it
Examples of Good Feedback
|
Examples of Bad 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
Purpose:
·
For students to get enough feedback so
that they understand what to do but not so much that the work has been done for
them (differs case by case)
·
For students to get feedback on
"teachable moment" points but not an overwhelming number
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
|
Mode
Feedback can be
delivered in many modalities. Some kinds of assignments lend themselves better
to written feedback (for example, reviewing and writing comments on students'
written work); some, to oral feedback (for example, observing and commenting as
students do math problems as seatwork); and some, to demonstrations (for example,
helping a kindergarten student hold a pencil correctly). Some of the best
feedback can result from conversations with the
student.
Purpose:
·
To communicate the feedback
message in the most appropriate way.
Examples of Good Feedback Mode
|
Examples of Bad Feedback Mode
|
·
Using written feedback for
comments that students need to be able to save and look over
·
Using oral feedback for
students who don't read well
·
Using oral feedback if there
is more information to convey than students would want to read
·
Demonstrating how to do
something if the student needs to see how to do something or what something
"looks like"
|
·
Speaking to students to save
yourself the trouble of writing
·
Writing to students who don't
read well
|
Audience
The example about the bad choice of mode also
provides a lesson about audience. Like all communication, feedback works best
when it has a strong and appropriate sense of the audience. Feedback about the
specifics of individual work is best addressed to the individual student, in
terms the student can understand. That simple act is powerful in itself
because, in addition to the information provided, it communicates to the
student a sense that you care about his or her individual progress.
Purpose:
·
To reach the appropriate students with specific feedback
·
To communicate, through feedback, that student learning is valued
Examples of Good Choice of
Audience
|
Examples of Bad Choice of
Audience
|
·
Communicating with an
individual, giving information specific to the individual performance
·
Giving group or class
feedback when the same mini-lesson or reteaching session is required for a
number of students
|
·
Using the same comments for
all students
·
Never giving individual
feedback because it takes too much time
|
REFLECTION
Feedback
has a important role in teaching language. It is very effective way to increase
students’ motivation. But, unfortunately, we don’t know well enough importance
of this way. In a school that I went for observation, I observed an English
lesson. The teacher didn’t give any feedback to students during the lesson.
There are a few students who answered questions but they didn’t get feedback.
Students weren’t informed how well or badly they performed. Therefore,students’
both performance and motivation were low.
According
to Behaviorism, stimulus, response and reinforcement bring about good habits. I
agree with this approach.We can reach to good habits with positive
reinforcement.
I would
prefer to use positive feedback and motivational feedback.Because learning
happens with high motivation. Learners should be always supported.
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