Abstract
Commonly defined as L2 teachers’ responses to learners’ erroneous utterances, oral correctivefeedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreignlanguage classes and has gained growing momentum in SLA research in recent years.However, how OCF preferences of English teachers vary in terms of their native-nonnativespeaker status remains as an uncharted territory of inquiry specifically in an expanding-circlecontext. This study aims to reveal the differences between in-class OCF practices of native andnon-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and toexplore the cross-cultural influences that might affect these practices. To these ends, structuredclassroom observations and interviews were conducted with seven NESTs and seven NNESTs.The findings of the observations showed that the NESTs’ and NNESTs’ in-class OCF practicesdiffered considerably in terms of their tolerance of errors, preferred OCF types, the amount ofOCF and different types of OCF to different types of errors. Moreover, the follow-up interviewfindings demonstrated some similar and different dispositions between the teacher groupsconcerning several dimensions (whether, how, when, and which errors should be corrected, andby whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.
Highlights
Defined as L2 teachers’ responses to learners’ erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years
The first major finding of the present study is that recast was the predominant OCF type used by the NESTs and NNESTs
As a result, it can be held that the observed NESTs and NNESTs in the present study are in the right direction in their decisions to provide consistent recast to phonological errors
Summary
Defined as L2 teachers’ responses to learners’ erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years. While some of the OCF research has been carried out in laboratory settings (e.g., McDonough, 2007), a good number of studies picked immersion classes as research settings (e.g., Lyster & Ranta, 1997; Lee, 2007; Vicente-Rasoamalala, 2009) despite the worldwide abundance and numeric dominance of English as a foreign language (EFL) contexts These gaps point to the obvious need to conduct more OCF research outside the countries of the inner circle and in EFL classroom settings, serving as a springboard for the present study. Skill acquisition theory (Johnson, 1996) mentions the possibility of the independent use of the Targeted Language (TL) in a similar way, arguing that a gradual transition from effortful to more automatic use of the TL is brought about through practice and OCF in meaningful contexts (as cited in DeKeyser, 2007)
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