A DESCRIPTIVE MODEL OF DISCOURSE IN THE CORRECTIVE TREATMENT OF LEARNERS' ERRORS

...For example, Chaudron's (1977: 31) definition of corrective feedback as ‘any reaction of the teacher which clearly transforms, disapprovingly refers to, or demands improvement of the learner [non-target-like] utterance’ appears quite similar to Oliver and Mackey's (2003: 519) definition of negative feedback as ‘feedback provided in response to learners’ non-target-like production’...

...The various alternatives for giving negative or corrective feedback include such forms as recasts, expansions, clarification requests, meta‐linguistic feedback, comments or explicit replacing of errors with correct expressions (Chaudron 1977; Ellis, Loewen, and Erlam 2006; Hall 2007; Lyster 1998a; Lyster and Ranta 1997; Nassaji 2007; Schachter 1991)...

...The typical types of corrective reactions have been described in Chaudron's research[4,5] in the following manner: _Emphasis: Using repetition, or questions, to identify the aspect that is incorrect _Explanation: Providing information on the different causes of the error _Original question: Repeating the original question _Altered question: Altering the original question syntactically, but not semantically _Verification: Assuring that ...

...This can be seen in the different models of feedback (Long, 1977; Chaudron, 1977; Lyster & Ranta, 1997) and the different taxonomies of feedback strategies (Allwright, 1975; Chaudron, 1977; Seedhouse, 1997; Lyster & Ranta, 1997) that have been proposed...
...This can be seen in the different models of feedback (Long, 1977; Chaudron, 1977; Lyster & Ranta, 1997) and the different taxonomies of feedback strategies (Allwright, 1975; Chaudron, 1977; Seedhouse, 1997; Lyster & Ranta, 1997) that have been proposed...
...SLA research on feedback reveals that teachers have a wide variety of strategies available for the treatment of students’ errors (Allwright, 1975; Chaudron, 1977; Seedhouse, 1997; Lyster & Ranta, 1997)...
...As a consequence, ITS and ICALL systems have not yet incorporated the strategies that are typically used by second and foreign language teachers and studied by SLA researchers (Allwright, 1975; Chaudron, 1977; Seedhouse, 1997; Long, 1977; Lyster & Ranta, 1997; Lyster, 1998a; Doughty & Varela, 1998)...

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