Analogy-based Corrective Feedback in the Foreign Language Classroom: An alternative exemplar-based intervention

This talk presents a novel form of exemplar-based corrective feedback (CF) based on mutual analogical alignment of exemplars from psychological learning research (Gentner, Loewenstein & Thompson, 2003). Unlike other exemplar-based CF resupplying a corrected version of the erroneous production, analogy-based CF provides a synonymous, structurally parallel example where the syntactic error is corrected and learners must map parallel structures across examples to discover the error and then apply the corrected form to revise their original production. Analogy-based CF is motivated by syntactic alignment and depth of processing along with arguments from transfer-appropriate processing. Additional support for generalization via varying types is found in usage-based arguments. Furthermore, exemplar-based CF involves inductive learning rather than deductive learning; some forms of inductive learning have improved retention and learning outcomes compared to deductive instruction (Cerezo, Caras & Leow, 2016).

A classroom-based study comparing oral direct corrections, analogy-based CF and metalinguistic CF with upper-secondary Swedish EFL learners (n = 49) in a pretest, posttest, delayed posttest design is presented with receptive and productive assessment. Results indicate significant delayed gains for all CF on some receptive measures with different trends over testing times.

References

Cerezo, L., Caras, A., & Leow, R. P. (2016). The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures: An analysis of learning outcomes and processes. Studies in Second Language Acquisition, 38, 265-291.

Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393-408.