[:ja]題目:Maximizing the Potential of Oral Corrective Feedback

日時:2019年2月8日(金)14:40 -16:10(受付14:30 -)

会場:宮城教育大学 2号館 230教室


【講師】Roy Lyster (McGill University)

Theoretical perspectives that run the gamut from skill acquisition
theory to cognitive-interactionist and sociocultural orientations
posit that oral corrective feedback is not only beneficial but may
actually be necessary for moving learners forward in their second
language development. This view has been substantiated by four
meta-analyses of primary studies that together provide strong
empirical support for its overall effectiveness. Even though the
provision of corrective feedback has consistently proven more
effective than its absence, there are still many variables that
interact to moderate its effectiveness.

First, this talk will identify different types of oral corrective
feedback and focus on their relative effectiveness as attested by
empirical classroom research. Next, a range of variables that moderate
their effectiveness (e.g., instructional setting, discourse context,
linguistic target, learner age) will be outlined to shed light on the
complexity of the decision-making process in which teachers must
engage to provide corrective feedback with optimal effectiveness.
Finally, various dichotomies typically associated with oral corrective
feedback (e.g., implicit vs explicit, recasts vs prompts, immediate vs
delayed) will be diffused with a view to making a case for the use of
a wide range of different types as a means to maximize its potential.

Roy Lyster is Emeritus Professor of Second Language Education at
McGill University in Montreal. He has a PhD in Applied Linguistics as
well as a B.Ed. and M.Ed. from the University of Toronto, and an MA
from the Université de Paris VII. His research examines content-based
second language instruction and the effects of instructional
interventions designed to counterbalance form-focused and
content-based approaches. He was co-recipient with Leila Ranta of the
1998 Paul Pimsleur Award for Research in Foreign Language Education
and was presented the Robert Roy Award by the Canadian Association of
Second Language Teachers in 2017. He is author of a module called
Content-Based Language Teaching published by Routledge in 2018, and
two books: Learning and Teaching Languages Through Content published
by Benjamin