It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. The present study was an attempt to tackle this problem. To do so, the technique named Dr...

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or...

This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were c...

A control methodology for asynchronous sequential machines is addressed in this paper. The considered machine consists of a number of input/state asynchronous machines, termed submachines, between which asynchronous switching is conducted by the switching signal. The control objective is to design a corrective controller so that the stable-state behavior of the closed-loop system can mimic a re...

Problem management is the dominating process within corrective maintenance. It not only handles software problems but also provides quantitative feedback important for assessing product quality, crucial for continuous process analysis and improvement and essential for defect prevention. Chapter 2 gives a detailed description of the problem management process and its constituent phases, activiti...

The present study investigated EFL teachers’ beliefs about oral corrective feedback (CF), their CF-provision practices across elementary and intermediate levels, and their beliefs-practices correspondence. To this end, the researchers conducted a semi-structured interview with the teachers and went on an overall forty-hour observation of their classrooms across both levels. The findings reveale...