group-made discussion questions from kristan's class (july 13)

Corrective feedback, over a decade of research since Lyster and Ranta (1997): Where do we stand today?
Victoria Russell
(vrussell@mail.usf.edu)
University of South Florida

Electronic Journal of Foreign Language Teaching
2009, Vol. 6, No. 1, pp. 21–31

Group 1 (page 25) Learners’ perceptions of recasts and constraints on noticing recasts
1. Sum up what Philp concluded.
2. Do you agree with Philp’s criticism of recasts? Why or why not?
Group 2 (page 25-26) Can learners distinguish recasts from repetitions?
1. Why is it important for teachers to use paralinguistic cues in the recasts?
2. Do you think that the Ss’ level will increase using recasts?
Group 3 (page 27) Teachers’ versus students’ perceptions of oral error correction, paragraph 1
1. What do students expect from teachers regarding error correction?
2. Why do you think that Colombian Ss of English prefer having focused-on-form feedback?
Group 4 (page 27-28) Teachers’ versus students’ perceptions of oral error correction, paragraph 2-3
1. According to Schulz, what are the main sources that influence teachers’ beliefs about error correction?
2. Do you think that it is good to correct every single oral mistake that Ss make? Why or why not?
Group 5 (page 28)Teachers’ versus students’ perceptions of oral error correction, paragraph 4-5
1. What do students think about “constant correction”?
2. In your opinion, which strategies and resources would be more effective when correcting oral errors?
Group 6 (page 28) Teachers’ versus students’ perceptions of oral error correction, paragraph 6
1. How do students feel about error correction? How do teachers feel about it?
2. How do you think this mismatch can be resolved? In other words, do you think students and teachers can come to an agreement about error correction? Explain your opinion.
Group 7 (p. 28) Where does Lyster stand today, paragraph 1-2
1. According to this section, what are the 3 categories of oral feedback?
2. Why do you think that teachers continue using recasts since it has been proven to lack corrective function?
Group 8 (p. 29) Where does Lyster stand today, paragraph 3- 4
1. What does Lyster and Mori’s Counterbalance Hypothesis state?
2. Compare and contrast explicit form-focused instruction versus meaning-focus instruction.