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Corrective Feedbacks and Their Impacts To Learners’ Uptakes In EFL Speaking Class

Didik Hartono

Abstract


This paper discusses the importance of both teachers’ and students’ acceptance about the fact that errors are important part of learning process. It is through students’ errors, teacher can observe what students are trying to posses, what notions students have misunderstood and what additional work they might need. For that reason, errors are often seen as a sign of learning in language acquisition process. On the other hand, teachers’ habits in responding students’ spoken errors are varied, showing different reactions they hold towards student’s spoken errors. Some teachers tend to correct all the errors while some tend to be tolerant, and still some others do not correct at all. Corrective feedbacks are provided by the teacher in responding student’s errors. From the language teacher’s point of view, the provision of feedback is a major means to inform learners of the accuracy of both their target language production. Unfortunately, sometimes, feedback as a part of teacherlearner interaction in the class is assumed as a barrier in doing a communication. This paper calls the attention to the importance of applying the appropriate corrective feedbacks toward students’ spoken errors and the impacts of that error correction behavior toward students’ uptake.

Keywords: Corrective feedbacks, categories of errors, students’ uptake.

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References


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