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Revista signos

versión On-line ISSN 0718-0934

Resumen

FERREIRA, Anita. Effective positive and corrective feedback strategies in Spanish as a Foreign Language. Rev. signos [online]. 2006, vol.39, n.62, pp.379-406. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342006000300003.

In this paper, we present an approach for using empirical data on student-teacher interactions to inform the design of feedback strategies in the Teaching of Spanish as a Foreign Language. Specifically, our study involves two types of positive feedback: Repetition (the teacher repeats the student’s correct answer) and rephrasing (the teacher exhibits a new structure which rephrases the correct answer given by the student). For corrective feedback, we consider two groups of strategies: (1) Group 1 which covers repetition of the error with a rising intonation, recast (reformulation of student answer including the target form), giving the correct answer and explicit correction. (2) Group 2 which covers meta-linguistic cues or useful information about the error (without repeating the error), clarification requests and elicitation of the student’s answer (without giving the answer). The results of our empirical study suggest that: (1) In the positive feedback case, Repetition is, along with the acceptance of response, the most frequent strategy for providing positive feedback.  (2) In the case of  corrective feedback, the strategies in Group 2 are more effective to deal with grammatical and vocabulary errors, however, the strategies in Group 1 are more effective to deal with pronunciation errors. Consequently we suggest that teachers of Spanish as a foreign language should implement feedback which prompts students answers whenever there are grammar and vocabulary errors, and provide the correct target-form whenever there are pronunciation errors.

Palabras clave : Corrective feedback; Spanish as foreign language; treatment of errors; feedback strategies in foreign languages.

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