Giving Feedback by P.ur

8/12/2019 Giving Feedback by P.ur

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Module 7:Givingeedback

Question

Unit One: Different approaches o the natureand function of feedbackPreliminary definition: What is feedback?In the context of teaching in general, feedback is information that is given to thelearnerabout his or her performanceof a learning task, usuallywith theobjectiveof improving this performance.Someexamples n language eaching:the words 'Yes, ight ', said to a learnerwho hasanswereda question;a gradeof 70"/" on an exam; a raised eyebrow n response o a mistake n grammarlcomments wriften in the margin of an essay.Feedbackhas two main distinguishablecomponents:assessment ndcorrection. In assessment,he learner s simply informed how well or badly heor she hasperformed. A percentage radeon an exam would be one example;or the response No' to an attempted answer o a question n classlor acomment suchas Fair' at the end of a written assignment. n correction, somespecific nformation is provided on aspectsof the learner's performance:through explanation, or provision of better or other alternatives, or throughelicitation of these rom the learner.Note that in principle correction can andshould include information on what the learnerdid right, as well as wrong, andwhy - but teachersand learnersgenerallyunderstand he term asreferring tothe correction of mistakes,so that is (usually)how it is usedhere.Are the two components of assessment and correction completelyseparable? In other words, can ]rou have assessment without correction, orcorrection without assessment?Read on for a possible ulswer to this.Therelationshipbetweenassessmentand correctionIt is, of course,perfectlypossible o give assessment ithout correcting,as whena final percentagemark on an exam is made known to a learnerwithout theexam itself being returned or commented on. The other way round is very muchless easible: t is virtually impossible o comment on what is right or wrong inwhat a learner hasdone without conveying somekind of assessment.f acorrection is supplied, he learner s very aware that this means he teacherthinks something was wrong; if comment is given on why something wasappropriate, there s necessarily n underlying message f commendation.Teachersare sometimesurged to be non-judgemental' when giving feedback;in my opinion this is unrealistic.Any meaningful feedback s going to involve

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Taken from A Course in Language Teaching by Penny Ur. (1996). C. U. P.


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Differentapproaches o the natureand function of feedbacksomekind of judgement. t is more useful,perhaps, o accept hat there sjudgement involved, but to try to make the attitude to this more positive: thatmistakes are a natural and useful part of language earning; that when theteachergivesfeedbackon them, the purpose is to help and promote learning;and that 'getting t wrong' is not 'bad', but rather a way into 'getting t right'.Approaches o thegiving of feedbackIn Boxes1,7.1, nd 77.2 youwill find expressions f selected pinions on thenature and functions of assessment nd mistake correction; these are basedondifferent theoriesof language earningor methodologies. t is not essentialoryou to be familiar with the namesor detailsof the theories or the purposesofthis bit of study; but if you are nterestedn reading urther on any of them, seeMclaughlin (7987)and/or Richardsand Rodgers 1986);or referencesprovidedwith specific tems.The opinions as stated here are obviously simplified, and expressedn 'strong'forms, astheseare likely to provide more interesting and fruitful departure-points for discussion.

BOX17.1:THEPROVISIONFASSESSMENT:IFFERENToPlNloNsAudio-lingualismNegative ssessments o be avoided s aras possible ince t functions s'punishment' ndmay nhibit r discourageearning. ositive ssessment rovidesreinforcement f correct esponses, ndpromotes earning.Humanistic methodologiesA crucialunction f the givingof assessments o preserve ndpromotea positiveself-image f the learner s a person nd anguageearner. ssessmentherefore' shouldbe positive r non-judgemental.Skill theoryForsuccessful cquisition f a skil l, he learner eeds eedback n how well heorshe sdoing;hence he importance f the provision f constant nd honestassessmentJohnson,995).@Cambridge niversity ress1996

Task .Sfage I: StudyAs ]rou read, think about or discuss how far ]rou agrreewith the variousstatements.Stage 2: DiscussionAfter reading: can you sumrnarize ]rour own opinion on the functions ofassessment and correction? Write dovn y'our orJyn tatements in a formatsimilar to that shomr in Boxes l7.L/2; if lou are working in a group,compare your ideas with those of colleagiues.

If you are interested in comparing lrour own opinion with mine, look attheNotes, (l).243


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AssessmentSummative evaluation may contribute little or nothing to the ongoingteachingllearningprocess;but it is a part of the teacher's ob, something weneed o know how to do effectively.Below are descriptions of various ways of gathering the information whichwill serveas a basis or assessment.nd of somecommon criteria used orassessingt.

Gatheringnformation(1): esfsThe most common way of gathering nformation for assessments through tests(seeModule 3); the usual criterion is an arbitrary levelwhich the learner isexpected o have reached;and the result s generallyexpressedhroughpercentages.

Question Can you remem.ber taking an exam or test at the end of a progrramme ofstudy, or in order to be accepted into a course or profession? lMhat was thecriterion for success, and hornrwas )rour result e:


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17Giving feedbackdesirable o demand rom learnersat the relevantpoint in their development(age,career, evel,stageof a course).2. Norm-referenced:how well the learner is performing relative to the group. Inthis case,a group of slow learnerswould be assessed ccording to different,easier,norms than a group of faster ones.3. Individual-referenced: how well the learner is performing relative to his or herown previous performance, or relative to an estimate of his or her individualability.

Question \Mhat criteria dolwould you yourself use in assessing learners'performance? Wonld you combine different criteria? Would you take intoaccount learners' effort, motivation and progness in deciding on a frnalgrrade?Assessment radesPercentages reprobably the mostcommon way of expressing ssessmentgrades,but there are others.1. Letters,words or phrases:lf or'B'1 'Good', 'Excellent'.These ook a littleless mpersonal, essdefinitive han percentages; ut in fact learnersoften'read'them as definitivenumber-typegrades,exactly as hey readpercentages.2. Profiles:a totally different kind of expressionof assessment, omprising anumber of separate radeson different skills or sectionsof knowledge,sothat there is a possibility of describing he performance of an individuallearner in more detail, showing his or her various strengthsand weaknesses.

Summary lMhat is the most conrmon way of gathering information, assessingquestion profrciency and awarding grades in your o,un teaching context? \Mhatchanges or improrrements would you like to see introduced?

Preliminary note. On the whole, we give feedbackon oral work through speech,on written work through writing; and although here are occasional ituationswhere we might do it the other way round (for example,discuss n essaywith astudent in a one-to-one tutorial, or write a letter providing feedback on speech)theseare very much the exceptions and will not be dealt with in this unit andthe next.There are some situations where we might prefer not to correct a learner'smistake: in fluency work, for example, when the learner is in mid-speech,and tocorrect would disturb and discouragemore than help. But there are othersituations when correction is likely to behelpful.

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Question

Inquiry

Correctingmistakesn oral workWould ]rou support the recommendation to refrain from correcting duringfluency-oriented speech, and to do so only druing accuracy-orientedexercises? Can you add any firrther comment?Read on for my answer to this.

The recommendation not to correct a learner during fluent speechs in principlea valid one, but perhapsan over-simptrification.There can be placeswhere torefrain from providing an accepgableorm where the speaker s obviouslyuneasyor'floundering'can actually be demoralizing,and gentle,supportiveintervention can help. Conversely,even where the emphasis s on getting thelanguage ight, we may not always correct: in a grammar exercise, or example,if the learnerhascontributedan interestingor personalpieceof informationthat doesnot happen o use he target orm; also,when they havegot mostof an item right we rnay prefer not to draw attention to a relatively trivialmistake.Techniques f oralcorrectionOral corrections are usually provided directly by the teacher; but they may alsobe elioitedfrom the learner who made the mistake in the first place,or byanother'memberof the class.Corrections'mayor may not includea clarificationof why the mistake was made, and may or may not require re-production of theacceptable orm by the learner.The objective of the inquiry project suggestedbelow is to asceftainwhich ofthese echniquesare in fact most used n a selectionof lessons aught locally,and which are preferred by learners.Somepractical conclusions may be drawnfrom the results.Gorrection techniques in the classroomStage: PreparationLook at the set of oral correction techniques listed in Box 17.3.Reword, oradd fnrther items as you feel necessary. Think about antd note dovvn foryourself: which do you e:rpect to be used most frequently in the glassroom,and which do you imagine most learners actually prefer?Make copies of the list for use at Stages 2 and 3.Stage 2: ObservationObserve some lessons, taugiht, f possible, by different teachers; orwatchvideo recordings of lessons. Every time you hear a correction, try toidentify to which category it belongs and put a tick in the appropriatebox. At the end, count ]tour ticks, and note dovtrnwhich kinds ofcorrection ale most often used and which least.Stage 3: InterviewInterview some learners to find out which kind.s of correction they find mostuseful. If you are working on your own try to find ten or so respondents; ifyou are working in a group, then each participant can intenriew one or two,pooling results later.

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17Giving eedbackThe same ist of techniquesas used for observationcan functionas abasis or the interviews.Plusor minus signs can be inserted n theappropriate bres to shorwhich your respondentspreferred or disliked.The earners should be interviewed oneby one,but the interview maybe held in various ways,Youmay simply shorlrhem a copy of the list, andask themto identify which technigues heyprefer; or read outthe optionsand ask themto comrnent;or ask them ageneralquestion ike: 'Doyou ikethe teacher o correctyour mistakes,and f so,how?' interpreting theiranswers ourself n order to fill in answers.The nterview may,of coutse,be conducted n the earners' mother tongiue,f you feel this s appropriate.Sumrnarizehe most, and east,popular techniques n the sameway asyoudid at the end of Stage2.

Stage4: SummaryandconclusionsDiscussor think about whatyouhave ound out. Some nterestingquestionsto considermight be the follouring:- Did your resultsdiffer fromyour e:rpectations s recordedat Stage ? Ifso,hovt/?- Did the teachersyouobservedactually correct n theway learners saytheyprefer?If not, hor would youaccount or the differences?- As a generalconclusion,which would seem o be the most helpful way(s)of correcting?And under what circumstancesmight youdo somethingdifferent?

CommentsOneof the crucial ssues hichwill emergen this discussionsthe discrepancybetween hat eachershink isbest,or usuallydo,andwhat earnersind mostuseful.Given hat there s a discrepancS hoseopinionshouldbemorerespected?he earner as eliablentuitiveknowledge boutwhat kind ofcorrection elpsmost;but teachers especiallyxperiencednes haveadifferent ind of knowledge hich maybe no ess alid.My own feeling s hatlearner referencesreon the wholea reliable uide;and f I chooseodisregardhese shouldbeveryclear n my mind why I am doingso.

How he corrections expressedAt leastas mportantaswhat the correction onsists f is how it isexpressed:gentlyor assertively upportively r asa condemnation,actfullyor rudely.Onthe whole,of course,we shouldgo for encouraging,actfulcorrection; ut it isless asy o generalizeboutgently/assertively:omeearner opulationsrespond etter o the one,some o the other. n general,n fact, earnerresponseso differentexpressionsf feedback reoftensurprising: teachercorrectionhat seems.ton observer humiliating put-down'maynot beperceivedssuchby the earnero whbm t wasaddressed;r an apparentlygentle,actfulonemaygiveoffence. gooddealof teacher ensitivitys neededhere.

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Written feedback

BOX 17.3: ORAL CORRECTION ECHNIOUES*Classobserved*Learnerinterviewed

Teacher's esponseso mistakes Observation / Learneroptnpns1 Doesnot reactat all.2 Indicateshere sa mistake, ut doesnotprovide ny urther nformation boutwhat swrong.3. Sayswhat was wrongandprovides modeloitheacceptableersion.4. Indicatesomething aswrong, licitsacceotableersion rom he earner ho madethemistake.6 Indicatesomething aswrong, licitsacceptableersion romanothermembercrass. ol theo. (Maygo with anyof 3-5 above) sks he earnerwho made he mistakeo reproducehecorrected ersion.7. (Maygo with anyof 3-5 abovelProvides relicits nexplanationfwhv he mistake asmadeandhow o avoid t.

*Deleteor il l nasappropriate.@Cambridge niversity ress1995

Task Observation and inquiryPick out five or six instancesof correction n a lesson,and for eachnotedorn briefly what happened and then add someadjectivesyouwould useto describe the manner n which it wasg-iven e.9. gentle/loud/hesitant/brisk/supportive?). If youwere obsenring together with a colleagrue,compareyour descriptions after the lesson: did your opinions tal$ If not,is there anyway of finding outwhoseperceptionwas truer?If feasible, find out from the learner(s) how they felt at the time, andcompare their impressionswith your own.

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17Givingfeedback

Question

Learners'written ork includes ot onlywrittencompositions,ut alsoassignmentsn granunar r vocabulary, nswerso comprehensionuestions,tests nd soon; and eachers reexpected,spartof their ob, to respondosuchwork, providingappropriatewritten) eedback.How can his eedback emadeoptimallyeffective?Canyou remember hor you felt about he ways eachers esponded o yourovwrwritten work when ]rouwere learning a foreigm angnrage or evenyourorn)? Try to recall particr:lar nstances,andperhapssharewith colleagues.The ollowing ask nvites ou o experiment ith correctingwrittenworkyourself;f youdo not actually o it, youmay ind t interesting ndhelpfulsimply o look at the examples f learnerwriting n Box 17.4 and hen eadstraighton to the Comments elow.

Experiential Gorrecting written workting

Look at the written assigmmentsrovided in Box 17.4. ite flrst is agranrmarexercisemainly on thepresentperfect tense,which the studentsdid forhomework.The second s a test on vocabulary,which s also ntended tocheck their masteryof theuse of relative clauses n definitions.The third isa shortpiece of writing done n classas art ndividual summaryof a gEoupdiscussion,andgiven in to the teacherat the end of the lesson.Stage2: Giving feedbackImagine these are assigmments one by your ovrrn tudents, andwrite inJrour orrectionsand other feedback either on thepage itself or on a copy.Do this onyour ovwtrather han collaboratively.Stage : ReflectionIf you are n a grroup, ome togetherwith otherparticipantswhenyouhavefrnished o compareyour responses.Perhapswork in pairs, reading eachother'scorrectionsand discussingdifferences.

\Mhether working onyour ovvnor with others,you might find the set ofquestionsshovynn Box 17.5useful o stimulate hinking. My ovmanswers otheseappear n the Notes,(2).

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Writtenfffi

BOX17.4:SAMPLES FLEARNERS'WRITTENORK1.Grammar xercisen hepresent erfecttenss, ivenashomework

74.1 Youareasking omeonebout hings ehasdone n his ife.Use heuords n brachetsomahe ourquestions.Example:youever be to taly?)1234)

(youever be to / South(you read anyEnglish(you live in this own(howmanyimesyouhowmanyimesyou(what'shemost eautifulountry ou ever6 (youever speakto a famous erson? ?

14.2 Completeheanswerso these uestions.Example:s t a beautifulainting?see)Use heuerbnbrackets.Yes,t&.1;..*e-.me.rt.De+M.fuL.M.$.'lyg-.ent(.psa1Is2Is3Is

---o---it a -ongook?read) 2Y b*.k...t'ei.......9-..1she n nterestingers 's hemost infuu.e..S. t^^ i1- t '

r.. | */it agoodilm?see) Yes-t's hehest + i1.m.....,J.-e.y.........e:1.9.Y...e p h{eY ,"'e

(FromRaymond urphy,EnglishGrammarn Usq Cambridge niversity ress,985,p.29)

2. Testonvocabulary nd relativeclausesDefine the following words, using who/which/that/whose/when/where.For example: a deserted house = a house where nobody lives

l . a temple: Loo2. a motionless tree: tr3. an i l lusion:4. courage:5. sweat:

f6ox6. a PR man: Vvork ddtc vel4 tox7. a virus:8. an antibody:9. a host:

10. a paw:


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17 GivingfeedbackWriting following a discussionDear HeIpfuI Harr iet,I have a problem with this teacher at school .He is always shotr t ing at me, though I don'td islurb more than Iots of other pupi ls in theclass. I t 's true that I sometimes don't domy homework, but I know his subject veryweII, a lways get high marks on Lhe test-s, l rothere is no point doing si l ly homework. Hegave me a much lower mark than I deserve atthe end of the term. ft .s not fai r . Andi t 's no good saying go t,o the class teacher,she always backs him up. What can I do?

Yours, FRUSTRATED STUDENT

. I itt. ,,i l i l, To alLu/lLffito__anl r1;tlt' r+);au, ;A;tt ty ' ,r .trur,llar t,/ il ilwtr rs*Wr,/il "ul"t Uinl. l^f yat/..ry

FoIlow-updl'scussion GonclusionsCanyou draw some conclusionsasto what makes feedback on learnerwrih-ng more or less effective? Try writing dounr what for you would be thethree most important principles in giving written feedback, and share withcolleagues.If you wish to explore this topic ftuther, you might like to look at Modulell= Teachingwriting, Unit Five; for the topic of feedback on more advancedwriting, see Zamel(1985).

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CIa ifying personal attitudes

BOX 17.5:CONSIDERINGWRITTEN FEEDBACK1. Did ouusea redpen oryour omments? ranotherolour? rapenorpencil?Can ouaccountoryour hoice?2. Forwhich f heassignments,fany, idyougive ome ind f assessmentt

theend 'Good',orexample)?hy,orwhynot?3. Did oucorrect ll hemistakes?f so,why? f not,onwhatdidyoubase ourdecision hicho correct ndwhich ot?4. Thosemistakesoucorrected:idyouwrite n hecorrectorm?Give hintwhatit should e?Simplyndicatetwaswrong?Why?5. Did ounoteonlywhatwaswrong, rdidyougive ome ind f ndicationfwhatwas ight rparticularlyood?6. Didyouprovide nykindof informativeeedback ther hanmistake orrectionandoverallssessment,esignedo help hestudentmprove?e.9.Thiswasgood ecause... ' ,r 'Take are hen ou... ' )7. When espondingo heassignmenthatentailedxpressionf personalpinion,didyouprovide responsefyourown o hecontent?'lagree ith hispoint','Yes, uthave ouconsidered...?')8. Did ou equirehestudento redo nyof heassignment?an ousaywhy,orwhy not?9. Finally,ry ereadingour orrectionsmaginingouare hestudent: hatdoyouthink hestudent ill eelabouthem?

@ CambridgeUniversity Press 1996

This unit asksyou to defineyour own attitudes o various aspects f the topic offeedback; t focusses articularly on the feelingsand relationshipswhich may beaffectedby the giving and getting of feedback.Task .Egree or disagree?

In Box 7.6there s a istofstatements, ith an Agre*Disagnee'continuumbelov each. You may like to add more statements in the spaces provided.Put a cross on the continuuJxr or each statement to indicate hor far youagree with it. Perhaps look first at the Comments section belour, which mayhelp (or complicate ) your thinking. My oun opinions iue e:rplessed in theNotes, (3).Comments n Box 17.61. In relating to this question try to free yourself from the superficial negativeconnotationsoften associatedwith the phrase'power hierarchy'.Powerhierarchiesmay in somecircumstances enecessar5 roductiveand fullycompatiblewith good human relationships.2. In answering this question, teachersoften conveniently overlook the word'potentially' Note: the question s not whether assessmentumiliates,but if

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17 Giving feedback

BOX17.6:STATEMENTS BOUTFEEDBACK1 The act hat he teacher ives eedback n stutlentperformancemplies powerhierarchy:he teacher bove, he studentbelowVerymuch

Verymuchagree - disagree3. Teachers hould ive heirstudents nlyposit iveeedback,norder o encourage,raise onfidence ndpromote eelings f success; egativeeedbackdemoralizes.Verymuchagree4. Giving lentyof praise ndencouragements mportantor the fostering f goodteacher-studdntelationships.

agree2. Assessments potentially umiliatingo the assessed erson.

Very'muchagreeVerymuchagree

Verymuchagree

TotallydisagreeTotally

Totallydisagree

Totallydisagree

Totallydisagree

Totallydisagree

5. Very requent pproval ndpraiseose heirencouragingffect;and ackof praisemav henbe nteroreted s neoativeeedback.

6. Teachers houldnot et students orrect achother'swork.as this s harmful otheir elationshios.

7. Verymuchagree Totallydisagree8.

Verymuchagree Totailydisagree@ CambridgeUniversity Press 1996

there s or is not sucha potential. (And if so, what should or may be doneabout t?)3. The main controversial eature n this statements the word 'only' in the firstline.4. In considering his question t might help to askyourself:can I conceiveof (orrecall)a good teacher-student elationshipwherethe teachergivesor gavevery little positive eedback?Can I conceiveof (or recall)onewherethere sor was plenty of positive eedbackbut relationshipsare or wereneverthelessbad?5. Can you recalla situationwherethe teacherover-praised?Or is the oppositeusually he case?6. Again, your answer o this will very much dependon your own experience.

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NotesNotes(1)Thevalueof assessment ndcorrection or learningIn general,both positiveand negativeassessmentshould, n my opinion, bemadeavailable o the learner,as honestlyaspossible:mainly becausen myexperience his is what learners eel,and sag they want. Howeveg it is essentialfor suchassessmentso begiven n an atmosphereof support andwarmsolidariry so that learners eel that the teacher'smotive is honestly to promoteand encourage heir learning,not to put them down. The problem in negativeassessments often not the assessmenttself, but rather the accompanyingimplicationsof aggression n the sideof the assessor nd humiliation on thesideof the assessed which can, and should, be eliminated.As to correction: think there s certainly a place or correction.Again, mostlearnersask for it; and it doescontribute to someextent to learning.However,we should not over-estimatehis contribution; most experienced eachers refamiliar with the phenomenonof recurring correctionsof the samemistakewhich do not seem o lead o improvement. would rather invest ime andenergy n creating opportunities for learners o get things right asmuch aspossible han in painstakingwork on correctingmistakes.This is onepoint onwhich I am in agreementwith the presentlyunfashionableaudioJingual method.(2)Commentson the questions n Box 17.51. I usually usea colouredpen for corrections,simply in order to make themmaximally clear and visible o the learner.The exception o this is when

providing feedbackon advancedwriting (essays, apers,other forms of self-expression); ere, f the writer hasprinted or written in ink, I givecommentsin pencil n order to conveya lessauthoritative,more diffident message:'msuggesting,not telling.2. I provided an assessingomment on the grammar exercise,n order to let thestud.ent now how well I thought he or shehad mastered he material.Similarly, I gavea grade on the test, partly because his is what peoplewho dotests usually expect and want. For the third assignment,however, I did not:this is a pieceof spontaneous omposition where the main activify wasdiscussion, he writer had little chance o rereador polish, and I did not thinkit fair to judge t as a sampleof the learner'swriting.3. I correctedvirtually all the mistakes n the test. n the grammar exercisecorrected all the mistakes which had to do with the target forms, but ignoredmost of the others: earners an only use ust so much feedback nformation:to give too much may simply distract, discourageand actually detract fromits value for learning. In the third assignment did not mark in corrections inthe body of the student's ext, but noted below somepoints they might attendto for the future: this was because see his kind of writing not, like theothers,as a presentationof language amplesor display,but mainly as aform of self-expression, o be respectedas such.4. I wrote in the full correct forms. I do not seemuch value in demanding thatstudentsfocus again on the wrong form and try to work out what is wrong

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It is true that positive feedback ends to encourage,but this can be overstated,ashere. Negative feedback, f given supportively and warmlS will berecognizedas constructive, and will not necessarilydiscourage.4. Giving praise fostersgood teacher-student relationships.

l /^^ ' m"^h v L

3. Teachers houldgiveonly positive eedback.Verymuchagree

agree

Verymuchagree

Notes

Totailydisagree

Totallydisagree

Totailydisagree

Yes,up to a point. But if there aregood relationships, raiseoften becomesunnecessary;rank, friendly criticism s probably more appropriate andcontributes more to the further strengthening of the relationship. And see henext question.5. Very frequent approv4lloses its encouragingeffect.veryiucn ,- )( ' > Totatlyagree disagree

I haveseen his happen: he giving of praisecan easilybe devalued hroughoveruse.Studentscome to expect t asa matter of course, cease o beparticularly encouragedby it, and are hurt if it is not forthcoming.In fact,overused,uncritical praisecan begin to irritate.6. Correctingeachother can be harmful to student elationships.

If peer-correctioncauses onflict or tension between ndividuals, thisprobably means hat relationshipswere not particularly warm or trusting inthe first place. In other words, I do not think that peer-correction n itself canhurt if students eel good with one another in general; t ma5 however, do soif therewaspreviousdislike or lack of trust between hem.

Further eadingBartram, M. and'Walton,R. (1991) Correction:Mistake Management APositiue Approach for Language Teachers,Hove: LanguageTeachingPublications.(A compact,clear,systematic nd, as t says,practical guide o the subject;interestingand relevant eader askshelp to clarify)Brindley,G. (1989) Assessing chieuementn the Learner-CentredCurriculum,Macquarie Universitg Sydney:National Centre for English LanguageTeaching and Research.(A comprehensive nd readableoverview of waysof assessmentn languagelearning)Edge,J. (1989)Mistakesand Correction,London: Longman.(A simple,practicalhandbook:suggests arious techniques or correcting ndifferent situations)Harmer, J. (,984l,'How to give your students eedback', Practical English

Teaching, ,2,3940.(Practicalguidelineson waysof correcting n the classroom)2s7


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17 Giving feedbackJohnson,K. (1988) Mistakecorrection',ELT Journal,42,2,89-96.(Waysof correcting mistakes effectively within a skill model of languagelearning)Leki, I. (1,991)'Thepreferences f ESL students or error correction n college-level writing classes', oreign LanguageAnnals (New York) 24,3,203-18.(An interestingpieceof research, ndicating that learnersdo, on the whole,want detailed correction of grammar, spelling, etc.)Norrish, J. (1983) LanguageLearnersand their Errors, London: Macmillan.(A basic,sensible eacher'sguide,clearly written, with plenty of practicalexamplesand suggestions)Raz, H. (1992)'The crucial role of feedbackand evaluation n languageclasses', he TeacherTrainerr6, tr 1,5-17.(Stresseshe importance for the learner of ongoing supportive feedback ratherthan test-based valuation)Zamel, V. (1985) 'Responding o student writing', TESOL Quarterly,19,l,79-101.(A thoughtful discussionof dilemmas n giving feedbackon (advanced)

studentwriting, and somepractical solutions)REFERENCES N UNIT ONEJohnson, . (1995)Language eaching nd SkillLearning,Oxford:BasilBlackwell.Krashen, .D. (1982)Principles nd Practicen Second anguage cquisition,Oxford: Pergamon ress.Mclaughlin,B. (1987)Theories f Second-Languageearning, ondon:EdwardArnold.Richards, . C. and Rodgers, . S. 1985)Approaches ndMethods n LanguageTeaching,Cambridge:CambridgeUniversityPress.Selinker, . (1,972)Interlangua e' IRAL, lO, 219-31.Selinker, . (1,9 2) Rediscou ring Interlanguage,London: Longman.

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Giving Feedback by P.ur

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