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Direct linkLyster, Roy; Saito, Kazuya; Sato, Masatoshi – Language Teaching, 2013
This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more…
Descriptors: Feedback (Response), Second Language Learning, Error Correction, Oral Language
Saito, Kazuya – Language Teaching Research, 2015
The current study investigated how recasts can promote the L2 pronunciation development of word-initial /?/ by Japanese learners of English in relation to two developmental stages of English /?/ acquisition (i.e. change in second formant [F2] ? change in third formant [F3]) as well as four affecting variables (i.e. the amount of recasts and…
Descriptors: Second Language Learning, Pronunciation Instruction, Control Groups, Experimental Groups
Saito, Kazuya; Wu, Xianghua – Studies in Second Language Acquisition, 2014
The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…
Descriptors: Mandarin Chinese, Sino Tibetan Languages, Native Language, Second Language Learning
Saito, Kazuya; Lyster, Roy – Language Learning, 2012
Sixty-five Japanese learners of English participated in the current study, which investigated the acquisitional value of form-focused instruction (FFI) with and without corrective feedback (CF) on learners' pronunciation development. All students received a 4-hr FFI treatment designed to encourage them to notice and practice the target feature of…
Descriptors: Feedback (Response), Control Groups, English (Second Language), Second Language Learning
Lyster, Roy; Saito, Kazuya – Studies in Second Language Acquisition, 2010
To investigate the pedagogical effectiveness of oral corrective feedback (CF) on target language development, we conducted a meta-analysis that focused exclusively on 15 classroom-based studies (N = 827). The analysis was designed to investigate whether CF was effective in classroom settings and, if so, whether its effectiveness varied according…
Descriptors: Second Language Learning, Feedback (Response), Age Differences, Instructional Effectiveness
Saito, Kazuya – Language Learning, 2013
The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively…
Descriptors: Second Language Learning, Experimental Groups, Pronunciation, Auditory Perception
Saito, Kazuya; Lyster, Roy – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
Whereas second language (L2) education research has extensively examined how different types of interactional feedback can be facilitative of L2 development in meaning-oriented classrooms, most of these primary studies have focused on recasts (i.e., teachers' reformulations of students' errors). Some researchers have claimed that recasts serve an…
Descriptors: Pronunciation, Teaching Methods, Native Speakers, English (Second Language)
