Implicit Corrective Feedback
3. Being aware of when and how to correct
Teachers should pay attention to some basic mistakes, and bring them up later. They can write some sentences on the board, which includes some of the same mistakes, and ask learners to find and correct them.
4. Do not waste time correcting mistakes
In the field of second language learning, mistakes happen normally in classrooms and are inevitable. Teachers should not waste all the time just for correcting and repeating the correct form, instead they should provide a situation in which learners could learn from their own mistakes.
2.5. Types of Corrective Feedback
2.5.1. CF types and strategies
Although so many studies have been done on the impact of feedback as a facilitator instrument on learning a
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Fully and clearly expressed, defined or formulated.
2. Readily observable.
Furthermore, he claimed that the main aim of implicit feedback is attracting the learners’ attention and avoiding metalinguistic discussion through increasing the speed of speaking and minimizing the number of interruptions. On the other side, the main aim of explicit feedback is directing learners’ attention (Doughty & Williams, 1998). Swain (1993) and Carrol (2001) found that those students who received explicit CF outperformed those students who received implicit corrective feedback.
2.5.3. Recasts
One type of implicit corrective feedback is recast. Loewen and Nabei (2007) argued that recasts are more beneficial because they do not stop the flow of communication. According to Russell, and Spada (2006), most studies have shown that the most frequent type of corrective feedback both in the context of classroom and outside of it is recast (Oliver, 1995; Lyster and Ranta, 1997; Braidi 2002; Sheen, 2004). Brown (2007) argued that teachers try to reformulate or expand an ill-formed or non-target-like utterance in an unobtrusive way (p.277). According to Ellis (1994) “recasts create the optimal condition for cognitive comparison because they are assumed to promote noticing of form while a focus on the meaning/message is maintained”. According to the interaction hypothesis that is proposed by Long (1996), since recasts usually are created when the focus is on meaning and maintaining the message is more important,
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