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-Circumstances are to be considered (lesson phase, students’ age, fluency/accuracy etc.)
-different kinds of feedback (output-prompting vs input-providing)
-mistakes vs errors

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- several types of CF
- input-providing vs. output-prompting
- context is important (what the teacher focuses on, goal of the lesson)
- timing of CF is important (immediate vs delayed)
- according to a study, teachers consider their students feelings/personalities when giving feedback
- oral CF is spontaneous which might make it difficult
- difference between error and mistake
- importance of giving the students the chance of self-correction

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- there is not one right strategy
-accuracy vs. fluency
-teachers often use several strategies without being aware of them
-different kinds of CF can have an impact on student motivation
-reflective cycle

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Main insight/ Practical conclusions:
- corrective feedback is important
- select a few linguistic aspects which you want to correct in your lesson
- don't overdo it with correction - keep it simple
- peer feedback needs practice
- keep lesson focus --> fluency vs. accuracy in mind
- observe whether the incorrect utterance is a mistake or an error
-  plan feedback strategy according to lesson phase

Further questions?
- What about written feedback?

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It was very nice of Mrs Kemmerer to let the mouse live in order to fulfill its complete potential

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Make sure the students are able to contribute and you are still able to reach your lesson goal
Choose your strategy beforehand

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Depends on the lesson goal, the lesson phase, the task, and the individuals who are involved

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- different types of CF
- to reflect your teaching methods and skills
- not every mistake has to be corrected, it depends on the lesson phase and its focus
- take care of the difference between mistake and error
- reflection is key
- goal of lesson phase: accuracy or fluency?

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- Corrective feedback:
-> recast, repetition, clarification request, explicit correction, metalinguistic explanation, elicitation, paralinguistic signal

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There is a distinction between error and mistake

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Is it helpful when students repeat the corrected version of their sentence?

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Can be both implicit and explicit

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-it is important to be aware of different kind of corrective feedback
-use/explore different corrective startegies
-be aware of your lesson goals and stick to them
-thereˋs no perfect strategy
-CF styles feedback depends on different lessonn phases/goals
-What to do if no CF strategies are flourishing ?

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Students can only self-correct if they have the linguistic knowledge

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Can be immediate or delayed

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Mistake vs error
Mistake: Slip of the tongue.

Error: lack of knowledge

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-EVALUATE EVERYTHING
-reflect
-there’s more to CF than recast

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Keep in mind students' anxiety