Year of Graduation
The Role of Feedback in the English Language Teaching at the Faculty of Foreign Languages
Foreign Languages and Intercultural Communication
Over the last decades, the role of feedback in second language acquisition (SLA) has come into notice. With the further development of the issue of error-making, the new term called corrective feedback (CF) appeared. CF can be defined as «responses to learner utterances containing an error» (Ellis, 2006, p. 28). Naturally, the problem of CF received a considerable amount of criticism. However, the growing body of knowledge has demonstrated strong support for CF effectiveness. Thus, the primary aims of the paper are (a) to outline the main strategies and classifications of CF (b) to investigate the feedback preferences of ESL instructors and students at the linguistic department of the Higher School of Economics. The current work seeks to shed some light on the issue of error correction by examining CF techniques that are given on the learners' oral and written productions. To achieve the key objectives of the study, a multi-method research design was implemented in the form of literature analysis and survey. Hence, both quantitative and qualitative methods were used to collect the data. The proposed research helps to obtain new knowledge about L2 learners’ and instructors' attitude towards correction. Thus, findings from the study might be advantageous for the teachers who work with ESL students at the linguistic faculties and want to gain a better understanding of the students' correcting preferences.