The role of corrective feedback (CF) is debated in second language acquisition (SLA). It has not been unequivocally shown that CF is effective in SLA, in particular not in the case of on-line processing, as in oral second language (L2) proficiency. This might be because, to date, it has not been feasible to create appropriate research conditions. We claim that these problems can be alleviated by resorting to a computer assisted language learning (CALL) environment in which learners receive CF individually, on spoken output. Learner output is analyzed using automatic speech recognition (ASR). In the project FASOP (Feedback on Syntax in Oral Proficiency) we intend to use an ASR-based CALL system to generate different types of CF and to test their effectiveness. The central question in this project is whether CF on syntax contributes to the development of oral proficiency when it is provided under near-optimal conditions.
Cite as: Vries, B.P.d., Cucchiarini, C., Strik, H., Hout, R.v. (2010) The role of corrective feedback in second language learning: new research possibilities by combining CALL and speech technology. Proc. Second Language Studies: Acquisition, Learning, Education and Technology (L2WS 2010), paper O4-5
@inproceedings{vries10_l2ws,
author={Bart Penning de Vries and Catia Cucchiarini and Helmer Strik and Roeland van Hout},
title={{The role of corrective feedback in second language learning: new research possibilities by combining CALL and speech technology}},
year=2010,
booktitle={Proc. Second Language Studies: Acquisition, Learning, Education and Technology (L2WS 2010)},
pages={paper O4-5}
}