Editing Rod Ellis (section)

== Corrective Feedback ==

In a 2006 study, Ellis found that groups of students who had been given explicit instructions and grammar rules prior to taking multiple tests at different times initially had different outcomes based on what was being assessed, but by the final test, there was little to no difference between the groups of students.<ref name="Ellis 2006 339–368" /> In the same study, Ellis argues that students may already possess certain knowledge of a language's grammar, but when shown how to use this internal knowledge correctly, the acquisition of the language can dramatically increase.<ref name="Ellis 2006 339–368" />

Ellis argues in favour of explicit feedback rather than implicit feedback, such as [[Recast (language teaching)|recasts.]]<ref name="Ellis 2006 339–368" /> Accordingly, with the latter, there is positive evidence, though it is not clear whether it provides negative evidence. Ellis supports consciousness-raising as a method for self-correction.<ref name="Ellis 2006 339–368">{{Cite journal|last1=Ellis|first1=Rod|last2=Loewen|first2=Shawn|last3=Erlam|first3=Rosemary|title=Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar|date=2006|journal=Studies in Second Language Acquisition|volume=28|issue=2|pages=339–368|doi=10.1017/S0272263106060141|doi-broken-date=12 December 2024 |jstor=44487071|issn=0272-2631|doi-access=free}}</ref> Ellis suggests that explicit corrective feedback can be useful in the syntactic and other grammatical understandings in the target language by asserting and demonstrating the type of mistake produced in an utterance.<ref name="Ellis 2006 339–368" /><ref name=":5" /> Ellis states that by giving students explicit corrective feedback on mistakes, there is the possibility of students internalizing this new grammatical knowledge being learned for future usage.<ref name="Ellis 2006 339–368" /> One reason, as mentioned previously, is that after given the explicit feedback, it allows students to witness the grammatical mistakes being made and self-correct the mistake, allowing for the learner to acquire grammatical knowledge of the language.<ref name="Ellis 2006 339–368" />