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The impact of Corrective Feedback (CF) for ESL (English as a Second Language) learners on Second Language (L2) phonological errors

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dc.contributor.author Premarathne, K.
dc.date.accessioned 2016-07-15T05:52:10Z
dc.date.available 2016-07-15T05:52:10Z
dc.date.issued 2015
dc.identifier.citation Premarathne, K. (2015). The impact of Corrective Feedback (CF) for ESL (English as a Second Language) learners on Second Language (L2) phonological errors. In: Research Forum E Proceeding, Staff Development Centre Research Forum, Cycle 15-2015, University of Kelaniya, Kelaniya. en_US
dc.identifier.issn 2448-9743
dc.identifier.uri http://repository.kln.ac.lk/handle/123456789/13822
dc.identifier.uri http://www.kln.ac.lk/units/SDU/docs/EproceedingsCycle%2015.pdf
dc.description.abstract Background and rationale:Communicative Language Teaching, which emerged in 1980s, emphasizes accuracy over fluency. As a result, correcting pronunciation errors has become a debatable topic among the Second Language facilitators and it is incorporated in the syllabus as a personal interest of the teachers (Harmer, 1993). However, unrepaired errors lead to early fossilization (Lightbown & Spada, 2013). Aim: Therefore, this study aims is to evaluate the effectiveness of peer and teacher lead corrective feedback on pronunciation errors. Theoretical underpinning / Conceptual framework:Six types of CF techniques have been introduced in the literature: recast and explicit (teacher lead techniques) and elicitation, clarification request, repetition, metalinguistic and paralinguistic cues ( self and peer correction techniques ) (Lyster & Ranta, 1997). Even though student oriented feedback enhances learner autonomy, cooperation and interaction, several related psychological issues can be identified(Sultana, 2009). Proposed methodology:A sample of ninety high proficiency learners will be divided equally into three groups: Group 1 (feedback by peers), Group 2 (feedback by teachers) and Group 3 (no feedback). All will be exposed to pre and post tests. In the pre andpost tests, they will be asked to readout a list of words and to develop a conversation respectively targeting the most common phonological error identified at the pilot test. Groups 1 and 2 will be given feedback. The results of the two tests of all threegroups will be compared for significant statistical difference. Expected outcomes: The findings of this study will be helpful in deciding the contribution and the most effective means of corrective feedback for phonological accuracy. Educational programs can be improved accordingly. en_US
dc.language.iso en en_US
dc.publisher Staff Development Center, University of Kelaniya, Sri Lanka en_US
dc.subject Phonological errors en_US
dc.subject English en_US
dc.subject Second language en_US
dc.subject Corrective feedback en_US
dc.title The impact of Corrective Feedback (CF) for ESL (English as a Second Language) learners on Second Language (L2) phonological errors en_US
dc.type Article en_US


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