View Content #17580

by Julie Sykes, CASLS Director

Feedback is an element of classroom practice that has received a great deal of attention and discussion. Despite widely varying views of how, when, and if corrective feedback should be given in the classroom, second language development theories all agree on the critical role of guidance in the process of learning. 

From a functional, task-based approach to language learning, structure is intimately tied to meaning and the successful realization of the primary function (e.g., apologizing to a friend). Accuracy is not ignored, but rather framed in light of the crucial forms necessary for successfully fulfilling the target function. Here we consider two ideas for building accuracy while maintaining a primary focus on function.

(1)  Intentionally focus on the specific forms required for the target function, and nothing more.

Key to effective feedback is drawing learners' attention to the elements under consideration and not distracting them from the primary task. From this perspective, immediate feedback should be given to ensure accuracy in the structures needed to complete a task.  Take, for example, the case of apologizing to a friend. Emphasis would be placed on the forms needed. For example, in English, one would need:

• The primary apology: I'm sorry.
• Internal modifiers: I'm so sorry. I'm very sorry.
• External mitigators: an explanation of what happened (It just slipped out of my hand.) or preview the apology (I need to tell you something.)

 Correction then focuses on ensuring these functions were performed with accuracy, and not other grammatical forms that might occur inaccurately when completing the task.

 (2)  Carefully select when, what, and how to correct form.

Explicit and implicit correction play a key role in building accuracy, no matter what approach one takes. By carefully selecting when to use each, the instructor can encourage fluency and accuracy. In interpersonal communication tasks, explicit feedback is especially useful at the pre-task phase, when learners are beginning to work with new structures, and at the post-task phase, when they are reflecting on their own task performance.  Allowing for authentic task completion without correction during the task phase enables communication and lowers anxiety. The combination of both is key to building accuracy in the service of meaning. In writing, however, additional attention is paid to accuracy throughout the writing process to ensure successful writing functions, which often require additional levels of correctness than oral speech.