Page 22 - The SpeakTeach method - Esther de Vrind
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Chapter 2. Pilot study
 Figure 1: Integrative model of adaptive feedback and support
On what?
A second characteristic is the tendency of teachers to pay most attention to morphosyntactic errors (Lyster et al., 2013; Schuitemaker-King, 2013). According to Corda et al. (2012: 36, translated quote from Dutch) “[...] [this] usually works well as long as the students are being asked to use words and sentences that they have learned by heart in prestructured dialogues. The problems begin to arise with freer communication tasks [...] as [...] the students come out with less accurate expressions (though with greater fluency), which does not fit well with language teachers who have mostly been trained to aim for accuracy.” Research has shown, however, that feedback on vocabulary and on pronunciation is taken up more readily by learners (Lyster et al., 2013).
How?
When teachers do give feedback, it is often in the form of recasts (corrected reformulations of the learner’s utterances), because they do not interrupt the flow of communication (Lyster
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