TYPES OF FEEDBACK

Feedback is the partial reversion of the effects of a process to its source or to a preceding stage" 

 "the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source

Corrective feedback is defined as the provision of negative evidence or positive evidence on erroneous  utterances.

• . Positive feedback.
  • a. Definition:
    • 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.
  • b. 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.
  • a. Definition:
    • Negative feedback, according to Merriam Webster, is "feedback that tends to dampen a process by applying the output against the initial conditions."
  • b. 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.
  • a. Definition:
    • “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.”
  • b. Example:
    • A smile or a word of encouragement.

ORAL FEEDBACK

EXPLİCİT CORRECTION:Refers to the direct provision of the accurate form.The teacher clearly signals or says that the production of the student was wrong. For example;"Oh,you mean..." "You should say..."

RECAST CORRECTION:The teacher reformulates the student’s utterance by providing the correct form without signaling that the student has committed an error.It paraphrases learners’s wrong utterances.For example "You mean..."

CLARIFICATION REQUEST:By using phrases like “Excuse me?” or “I don’t understand”the teacher indicates that the message has not been understood .

METALINGUISTIC FEEDBACK:Without providing the accurate form,the teacher poses questions or provides comments or information related to the formation of the student’s utterance. "Do we say it like that?"

ELICITATION:The teacher directly elicits the accurate form from the learners by asking questions like “How do we say that in English?”.

"How do we say that in English?"

REPETITION:The teacher repeats the student’s error and adjusts intonation to draw student’s attention to it.

WRITTEN FEEDBACK

Direct feedback:

Gives an indication of the error and provides the

correct form

Indirect feedback:

Gives an indication that an error has been made

• underlining the error

• indicating the number of errors in the margin

• inserting error codes in the text

Metalinguistic feedback:

Provides explanations for the errors that have

been made

REFLECTION: I believe that combination of oral feedback elements and written feedback elements will be more effective in learning and acquiring second language.And as every learner’s preferences are different we should select some of them in classroom for example;Recast correction and metalinguistic feedback both will be more successfull in acquiring second language as they help students to develop their utterances  according to the grammer rules without signaling students fault.