Abstract
The Sociocultural-Cognitive Underpinnings in Error Correction: A Descriptive Study on Acquisition of Chinese Tones
Highlights
In the field of second language acquisition (SLA), error treatment, error correction, and corrective feedback are used interchangeably
This section will first discuss the results of quantitative analyses and qualitatively analyze the social interaction during error correction (EC) following the discourse analysis protocols suggested by Aljaafreh and Lantolf (1994)
Heron and Tomasell (1988) reported that implicit corrective feedback (CF), in which teachers correct students’ errors by providing cues such as indicating the location of the errors, was much superior to the modeling method for both teaching new structures and reviewing old structures. All these results suggest that Chinese as a foreign language (CFL) teachers should reconsider use of modeling as the main corrective strategy in their classrooms
Summary
In the field of second language acquisition (SLA), error treatment, error correction, and corrective feedback are used interchangeably. Numerous studies focused on whether CF contributes to L2 learning and what type of CF is most effective (e.g., Bitchener & Knoch, 2008; Ellis, Loewen, & Erlam, 2006; Ferris, 2002; Jiang & Chen, 2013; Lyster, 2004; Van Beuningen, de Jong, & Kuiken, 2012). Through the analysis of students’ test scores, researchers can conclude which type of CF is effective or not Note that these studies link CF to student outcomes by measuring the students’ end-performance and not by the individual factors that may contribute to a students’ success or failure while learning a foreign language. The process of corrective interaction, which is constructed by teachers and students collaboratively, is largely ignored This process, can potentially reveal real, causal, and dynamic relationships of developmental changes in sociocultural settings. Most studies of CF so far have focused on English as a Second Language (ESL) writing
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