The role of oral corrective feedback in L2 Portuguese classrooms

Authors

  • Bárbara Battistelli Rauber Stance Dual School

DOI:

https://doi.org/10.29051/rel.v3.n1.jan-jun.2017.9015

Keywords:

Second language acquisition. Corrective Feedback. L2 Portuguese.

Abstract

Languages are generally acquired along with and for others, in varied environments which influence second language (L2) learning. One of the most important influences of the linguistic environment is that it provides learners with information about the incorrectness of their utterances (ORTEGA, 2009). This process is referred as Corrective Feedback (LYSTER; RANTA, 1997, RUSSEL; SPADA, 2006), which is a complex phenomenon that has different functions in formal L2 instruction. The purpose of the current study was to investigate the types of oral CF in L2 Portuguese classrooms and to analyze how learners responded to CF provided by their teachers. The data presented were obtained from the observation of lessons in an elementary and an intermediate group of a Portuguese course offered at a private American university. The results of this observational study show that elicitation, explicit correction and metalinguistic feedback are the main CF methods employed by the teachers.

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Author Biography

Bárbara Battistelli Rauber, Stance Dual School

É mestre em Linguística pela Universidade Federal de São Carlos (2012) e graduada em Letras Inglês pela Universidade Federal de Goiás (2008). Em 2013 -2014 atuou como professora assistente na Baylor University - Texas, pelo programa Foreign Language Teaching Assistant da Fulbright. Atualmente, atua no ensino-aprendizagem de inglês em contexto bilíngue.

References

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LOEWEN, S. The role of feedback. In: GASS, S. M.; MACKEY, A. (Org.). The Routledge handbook of second language acquisition. London, New York: Routledge, 2012, p. 24-40.

LYSTER, R.; MORI, H. Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, Cambridge, v. 28, n. 2, p. 269-300, 2006.

LYSTER, R.; RANTA, L. Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, Cambridge, v. 19, n. 1, p. 37-66, 1997.

LYSTER, R.; SAITO, K.; SATO, M. Oral corrective feedback in second language classrooms. Language Teaching, Cambridge, v. 46, n. 1, p. 1-40, 2013.

ORTEGA, L. Understanding second language acquisition. London: Hodder Education, 2009.

RUSSEL, J.; SPADA, N. The effectiveness of corrective feedback for the acquisition of L2 grammar: a meta-analysis research. In: NORRIS, J. M.; ORTEGA, L. (Org.). Synthesizing research on language learning and teaching. Amsterdam: Benjamins, 2006, p. 133-164.

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Published

25/11/2017

How to Cite

BATTISTELLI RAUBER, B. The role of oral corrective feedback in L2 Portuguese classrooms. Revista EntreLinguas, Araraquara, p. 6–18, 2017. DOI: 10.29051/rel.v3.n1.jan-jun.2017.9015. Disponível em: https://periodicos.fclar.unesp.br/entrelinguas/article/view/9015. Acesso em: 22 nov. 2024.

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Artigos