Interactional Corrective Feedback in beginner level classrooms of Greek as a second Language: Teachers' Practices

Abstract

This study explores interactional corrective feedback in adult beginners’ classrooms of Greek as a Second Language. More specifically, the study aims to investigate the frequency with which teachers of Greek as a Second Language implement corrective feedback in their teaching, as well as the factors that teachers take into consideration when making decisions on the implementation of their corrective techniques. The sample consists of five beginners’ classes (67 adult learners) and five teachers of the Modern Greek Language Teaching Center of the University of Athens. Three three-hour classes from each teacher were observed. Instances of learners’ errors and corrective feedback in oral interaction were transcribed, quantified, and statistically analyzed. The analysis focused on the frequency and distribution of oral corrective feedback typesfollowing learners’ errors. Results showed that teachers were inclined to correct a significant number of learners’ errors, while the communicative value of the error seemed to be a highly significant factor that affected the implementation of their teaching practices. As far as the type of corrective feedback teachers favoured, the findings indicated an overwhelming tendency for teachers to use recasts in response to learners’ errors. The paper concludes with a discussion of the centrality of the role of feedback and the importance of teacher education and training in the area.