Course Work
Contents
Introduction……………………………………………………………………....3
Chapter I. Feedback in Teaching and Learning Second
Language Acquisition…………………………………………………………..3
1. Feedback during oral work ………………………………………………......3
1.2 Feedback during fluency work ……………………………………………..8 Untangle Some Thorny Feedback Issues ……………………………………...13
2.1 The Timing of Feedback..……………….…………………………………13
2.2 Feedback and Classrooms ………………………………………………….16
Conclusion ……………………………………………………………………....19
The list of used literature……………………………………….……………....23
Introduction
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 program and can take various forms.
The efficiency of different types of feedback is determined by whether a technique results in uptake, and if does, by whether it results in successful repair. Thus, uptake refers to what the learners have attained from a particular lesson. Lyster and Ranta (1997) define uptake as “a student’s utterance that immediately follows the teacher’s feedback” (p. 49). In this framework, uptake comprises a reaction in some way to the teacher’s intention to draw the learner’s attention to some aspect of the student’s initial utterance. In this model, uptake is divided into uptake that results in repair of the error which was the focus of the feedback, an uptake that results in utterances that still need repair. Furthermore, some research (Ammar & Spada, 2006; Lyster, 1998).
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