Repositioning Corrective Feedback to a Meaning-Orientated Approach in the English Language Classroom

TESL-EJ. e-mail: [email protected]; Web site: http://tesl-ej.org

Y

19

English (Second Language); Second Language Learning; Second Language Instruction; Error Correction; Teaching Methods; International Cooperation; Educational Cooperation; College Faculty; Teacher Attitudes; Foreign Countries; Feedback (Response); Accuracy; Teacher Student Relationship; Language Teachers; College Students; Language Variation

China; United Kingdom

1072-4303

The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.

As Provided

2024

EJ1417783