The ministry of higher and secondary specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

Feedback is the information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance. Some examples in language teaching, the words “Yes, right!” said to a learner who has answered correctly, a grade of 70% on an exam; a raised eyebrow in response to a mistake in grammar, comments written in the margin of an essay.
Feedback has two components: assessment and correction. It is possible to give assessment without correction (e.g., final exam grade). – when explanation of mistakes are not commented and paper is not returned.
There is a distinction between two different kinds of feedback. Content feedback concerns an assessment of how well students have performed the activity as an activity is more important than a language exercise; e.g. when students have completed a role-play the teacher first discusses with students the reasons for their decision in the simulation. Form feedback tells the students how well they have performed linguistically, how accurate they have been.
During the teaching process assessment eventually leads to evaluation. Evaluation is used as a final judgment about students’ level of performance which has been measured by using different tools. Evaluation refers to the extent to which the teaching/learning objectives, stated at the beginning of a school year, term or lesson have been achieved. This judgment is formally expressed in numbers and per cent or marks, grades or informally in scores or points, which eventually can be converted into marks. (Jalolov, p. 220)
All learners make mistakes at various stages of their language learning. It is part of the natural process they are going through and occurs for a number of reasons. In the first place, the students’ own language may get in the way. This is most obviously the case with “false friends” – those words which sound or look the same but mean something different such as “assistir” in Spanish which means “attend” in English and not “assist”. False friends are more common where the learner’s language shares a common heritage with English (i.e. Romance languages). Grammatical considerations matter too: Japanese students frequently have trouble with article usage, Germans have to get used to positioning the verb correctly, Arabic students have to deal with a completely different written system, etc.