Teachers' Usage of Corrective Feedback and Young Learners' Perception of it in Taiwanese EFL Classroom

Many Taiwanese young learners start learning English at kindergarten (aged 5-6). Some of them perform satisfactorily in English reading and listening comprehension, but their productive skills are still at the stage of basic level and far lower than their receptive skills. Swain (1985) argued that modified output (MO) is essential to second language (L2) mastery and may result from the provision of various corrective feedback (CF) from teachers and peers. Several findings (Lyster, 1997; Sheen, 2004) have shown recasts are most commonly used by teachers but some find it the least effective CF (Jabbari & Fazilatfar, 2012; Tsang, 2004). As much research focused on adult learners (Mackey et. al., 2007; Yoshida, 2010), this descriptive study examined the effectiveness of CF in EFL young children class, focusing on teachers' and learners' perception of it. Three teachers and 22 students participated in this research in which data were collected by observation, video-recording, interview and researchers' field notes. The results indicate that (1) recasts were the most frequently adopted CF; (2) repetition turned out to be the most effective CF; (3) teachers' intentions and learners' noticing of CF did not necessarily overlap; (4) attention-raising played a pivotal role to transfer young learners' attention from topic continuation to error treatment in the meaning-focused instruction; (5) most importantly, this study suggested that integrating paralinguistic cues simultaneously may lead to more student-generated repair. The findings of this study may provide the pedagogical implications for educators, foreign language teachers and language teaching program.

並列關鍵字

Corrective Feedback ； Paralinguistic Cues ； Young Learner ； Perception

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