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-------- Original Message --------
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<th valign="baseline" align="right" nowrap="nowrap">Subject: </th>
<td>[Fwd: Re: Feedback in different environments]</td>
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<td>Mon, 17 Nov 2003 17:30:07 -0500</td>
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<th valign="baseline" align="right" nowrap="nowrap">From: </th>
<td>Leslie K Harsch <a class="moz-txt-link-rfc2396E" href="mailto:harsch@dolphin.upenn.edu"><harsch@dolphin.upenn.edu></a></td>
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<td><a class="moz-txt-link-abbreviated" href="mailto:elxforum@dolphin.upenn.edu">elxforum@dolphin.upenn.edu</a></td>
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Dear Shannon, <br>
<br>
I am not aware of an explicit distinction made between EFL and ESL environments
in literature reviews of research on written feedback--your question didn't
mention whether you were interested in oral or written, or both. If it is
true that this issue hasn't been examined, answering your question would require
an overview of the themes in feedback studies and then looking up the individual
studies metioned there to see if there are any discernable commonalities
among ESL setting vs EFL settings. The most thorough recent review of feedback
on second language writing, in my opinion, is Ferris 2003, chapters 2 and
3. You did not distinguish, in your initial question, whether you are interested
in error correction or feedback--both categories are used in discussions
of written feedback, thus I mention both chapters in Ferris. Next, you could
identify studies whose settings are foreign language classrooms, for example,
Porte or Hyland (see previous posting below) or Kepner 1991, whose setting
was a foreign language Spanish classroom in the US. Will the focus of the
individual studies really allow you to draw conclusions about EFL or ESL?
Hard to say. It is an interesting question.<br>
<br>
Kepner, C G (1991). An experiment in the relationship of types of written
feedback to the development of second-language writing skills. The Modern
Langauge Journal 75, 3, pp305-313.<br>
<br>
Ferris, D R (2003) Response to student writing: Implications for second
language students. Mahwah, NJ: Lawrence Erlbaum, Chapters 2 & 3.<br>
<br>
Could anyone on the list make a suggestion about how to approach the same
problem with oral feedack in ESL vs. EFL classrooms? Thanks.<br>
<br>
Leslie<br>
<br>
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<td>Re: Feedback in different environments</td>
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<td>Wed, 12 Nov 2003 15:30:32 -0500 (EST)</td>
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<td><a class="moz-txt-link-abbreviated"
href="mailto:totoro2@pobox.upenn.edu">totoro2@pobox.upenn.edu</a> (Shannon
Sauro)</td>
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<td><a class="moz-txt-link-abbreviated"
href="mailto:edling@dolphin.upenn.edu">edling@dolphin.upenn.edu</a></td>
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<pre>So far, I've received a couple of very helpful responses pointing me
toward relevant literature which I've included below for others who are
also interested in this topic.
Might I suggest that anyone else with something to add to this thread
e-mail the list instead of e-mailing me directly. This might be a better
way to actually share ideas.
Cheers!
Shannon Sauro
------------ Resources on Feedback in Different Environments ---------------
>From a list member at Northern Arizona University
****************************************************************************
Porte, G. K. (1997). The etiology of poor second language writing: The
influence of perceived teacher preferences on second language revision
strategies. Journal of Second Language Writing, 6, 61-78.
- This article doesn't deal specifically with the differences between ESL
and EFL but it does mention a bunch about what feedback is like (very
grammar-focused) in one specific local, Spain.
****************************************************************************
Peacock, M. (2001). Match or mismatch? Learning styles and teaching
styles in EFL. International Journal of Applied Linguistics, 11, 1-20.
****************************************************************************
Schulz, R. A. (2001). Cultural differences in student and teacher
perceptions concerning the role of grammar instruction and corrective
feedback. The Modern Language Journal, 85, 244-258. - I would definitely
check this one out.
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McCargar, D. (1993). Teacher and student role expectations:
Cross-cultural differences and implications. The Modern Language Journal,
77, 192-207.
****************************************************************************
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to
students. Language Teaching Research, 4, 33-54.
- This one might give an idea as to what one trend in ESL is.
****************************************************************************
Tse, L. (2000). Student perceptions of foreign language study: A
qualitative analysis of foreign language autobiographies. The Modern
Language Journal, 84, 69-84.
****************************************************************************
and from a list member in the UK
Catriona Scott (2003) Interaction in the literacy hour: a case study of
learners with English as an additional language. In 'Applied Linguistics and
Communities of Practice' Ed. Srikant Sarangi and Theo Van Leeuwen. British
Association for Applied Linguistics 18. 184-202.
>
> > I am trying to follow up on something I heard recently about feedback in
> > different types of classrooms. Specifically, does the type of feedback
> > produced in second language classrooms differ from the that produced in
> > foreign language classroom?
> >
> > I am wondering if anyone on this list could point me in the right
> > direction on studies which specifically illuminate these differences.
> >
> > Thanks,
> >
> > Shannon Sauro
> >
> >
>
</pre>
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