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Feedback Matters: Current Feedback Practices in the EFL Classroom PDF

200 Pages·2013·2.324 MB·English
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Feedback Matters Margit Reitbauer / Nancy Campbell / Sarah Mercer / Jennifer Schumm Fauster / Renate Vaupetitsch (eds.) Feedback Matters Current Feedback Practices in the EFL Classroom Bibliographic Information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available in the internet at http://dnb.d-nb.de. The publication of this book was made possible by the generous financial support of Graz University, Austria Library of Congress Cataloging-in-Publication Data Feedback matters : current feedback practices in the EFL classroom / Margit Reitbauer, Nancy Campbell, Sarah Mercer, Jennifer Schumm Fauster, Renate Vaupetitsch (eds.). — Peter Lang Edition. pages cm Includes index. ISBN 978-3-631-64316-7 — ISBN 978-3-653-03442-4 (E-Book) 1. English language—Study and teaching—Foreign speakers. 2. Eng- lish language—Spoken English. 3. Classrooms—Psychological aspects. 4. Feedback (Psychology) 5. Psycholinguistics. I. Reitbauer, Margit, editor of compilation. PE1128.A2F35 2013 428.0071—dc23 2013022667 ISBN 978-3-631-64316-7 (Print) E-ISBN 978-3-653-03442-4 (E-Book) DOI 10.3726/978-3-653-03442-4 © Peter Lang GmbH Internationaler Verlag der Wissenschaften Frankfurt am Main 2013 All rights reserved. Peter Lang Edition is an Imprint of Peter Lang GmbH. Peter Lang – Frankfurt am Main · Bern · Bruxelles · New York · Oxford · Warszawa · Wien All parts of this publication are protected by copyright. Any utilisation outside the strict limits of the copyright law, without the permission of the publisher, is forbidden and liable to prosecution. This applies in particular to reproductions, translations, microfilming, and storage and processing in electronic retrieval systems. www.peterlang.de This book is dedicated to our colleague, David Newby, who has inspired generations of students, teachers and teacher trainers in Austria and abroad. Contents Chapter 1: A Global Perspective on Feedback Guenther Sigott ................................................................................. 9 Chapter 2: Praising to Learn: Learning to Praise Sarah Mercer and Stephen Ryan .................................................... 21 Chapter 3: Corrective Feedback in the Constructivist Classroom Margit Reitbauer and Renate Vaupetitsch ...................................... 37 Chapter 4: Learner-centred Feedback on Writing: Feedback as Dialogue Nancy Campbell and Jennifer Schumm Fauster ............................. 55 Chapter 5: Peer Reviewing in a Collaborative Teaching and Learning Environment Anja Burkert and Johannes Wally .................................................. 69 Chapter 6: Web-based Peer Feedback from the Students’ Perspective Irena Meštrovi� Štajduhar .............................................................. 87 Chapter 7: Online Peer Review in the Teaching of Academic Business Writing Ian Clark....................................................................................... 103 Chapter 8: Feedback in Student Writing: A Closer Look at Code- Marking Martina Elicker and Ulla Fürstenberg ..........................................117 Chapter 9: Student Responses to Feedback on the Use of Sources Alma Jahi� .................................................................................... 141 Chapter 10: Giving Feedback on EFL Learner Presentations Michael Phillips and Nick Scott ................................................... 159 7 Chapter 11: Feedback on Pronunciation Ingrid Pfandl-Buchegger, Isabel Landsiedler and Milena Insam ................................................................................ 177 Index of Authors ............................................................................................... 197 8 Chapter 11: Feedback on Pronunciation Chapter 1 Ingrid Pfandl-Buchegger, Isabel Landsiedler and A Global Perspective on Feedback Milena Insam ................................................................................ 177 Index of Authors ............................................................................................... 197 Guenther Sigott 1. Introduction In this first chapter, I would like to outline some of the key developments in the field of assessment and feedback to help position the papers in this volume. I will begin by answering the question of what feedback is or can be, considering in particular the wide range of possible forms and types of feedback that exist. In the next section, I outline the roles of norms of underlying linguistic competence and the historical development of various ways of describing competences and scales in assessment. I then focus in detail on specific examples of scales such as the Common European Framework of Reference for Languages (CEFR) (online 1) and the Austrian educational standards for English reading (online 2). The final section presents an overview of the chapters in this volume, indicating how each chapter addresses key issues in feedback. 2. What is Feedback? No matter what approach to teaching one is inclined to follow, teaching always essentially proceeds through three stages. The process starts by the instructor providing some kind of input. This may be acoustic, visual or a combination of both. The students are then given the opportunity to use or produce language. Finally, they receive feedback on the language they produce or on the informa- tion they have retrieved or constructed from the language input. Feedback can be provided in different formats. It may be more formalised, when based on the results of a diagnostic test, or it may be more spontaneous, taking the form of observations on a piece of writing or an instance of oral pro- duction. Feedback may come from instructors or from peers (as in peer reviewing), and can be negative or positive. Negative feedback points out features of the learner’s language use which do not conform to a norm. Positive feedback, by contrast, focuses on those aspects of the learner’s language use which fulfil ex- pectations and established norms. 8 9

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