This study identified and described the ways in which negative evidence was made available and accessible to learners during two widely practiced classroom activities. One was a teacher-led discussion that emphasized communication of subject matter content. The other was a teacher-led sentence construction exercise that focused on application of…

A brief explanation of how the Garden Path second-language correction technique induces students to make errors that teachers can immediately correct precedes an exploration of why the strategy works, its usefulness in teaching grammatical structures, and its compatibility with an interactive approach to foreign language teaching. (25 references)…

Reaction of the target language speaker to the second language learner's errors may play an important role in developing awareness of norms of correctness. A model for corrective feedback has been developed. Its use helps isolate ambiguities, highlights features of corrective interaction effective in eliciting correct performance. (CHK)

Considers the correction of two kinds of error in the English-as-a-second-language classroom: errors of accuracy and errors of fluency. Describes the functions of feedback in conversation and suggests ways to develop feedback fluency in the classroom so that learners may develop this aspect of language use. (SED)

Examines the role of constructive feedback in adult foreign language error correction. Gives guidelines applying to written work and discusses indirect and direct correction treatments. While stressing the value of the former as an opportunity for discovery learning, favors a combination of the two as the most effective technique. (MES)

Reviews research on elementary school teachers' feedback to students' miscues in basal and content area reading. Describes the sustained feedback paradigm that developed from the Direct Instruction Programs. (Author/HOD)

Argues that sufficient adaptivity in computer-assisted language learning materials for individual study can be achieved only if such programs are able to perform meaningful error analysis and fit the needs of individual learners. Other effective elements of the program include collecting information on learning and performance histories of…

Ninety students in grades six to eight listened to or read written passages and then identified and corrected grammar and syntax errors. Students listening and receiving auditory feedback located more errors than those reading. Learning-disabled students and students matched on reading level identified fewer errors than did students matched on…

Examined corrective feedback and learner response to feedback in four primary level immersion classes. Transcripts of classroom interactions from subject-matter and French language arts lessons were analyzed using a model comprising the various moves in an error treatment sequence. Findings reveal a strong tendency for teachers to use recasts…

Inexperienced writers, including both basic writers and learning disabled, commit errors that often follow a discernible pattern due to applying erroneous or incomplete rules. Techniques for teaching editing skills are described, including textual analyses of students' writing, interviews with students, structuring the editing task, and providing…

Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…

A study examined whether patterns exist in the kinds and amounts of writing errors students make and whether teachers follow any sort of pattern in correcting these errors. Sixty compositions, gathered from a twelfth grade class taught by one teacher, were analyzed using the "McGraw-Hill Handbook of English." Student written errors were…

Compares the effectiveness of Nihongo-CALI (Japanese Computer Assisted Language Instruction) with non-CALI workbook instruction. Findings reveal that given the same grammar notes and exercises, ongoing intelligent computer feedback is more effective than simple workbook answer sheets for developing learners' grammatical skill in producing Japanese…