This study examines the effectiveness of error feedback in Japanese as a Foreign Language (JFL) classrooms. Previous studies show that teachers use a variety of feedback, and a correct formulation of erroneous utterances (recast) is the most frequent, yet the least effective type of feedback (Moroishi, 2001; Lyster & Ranta, 1997; Gasparro & Oskoz, 2002). The effectiveness of different types of feedback vary depending on the nature of errors (Lyster, 1998). In addition, feedback occurs during pair works, and learners’ mutual feedback tends to aid acquisition (Ohta, 2000). However, most of the studies are conducted in ESL or immersion classrooms where instructional approaches are different from that of JFL, and previous JFL studies are limited to elementary or low-intermediate levels. Thus, whether effectiveness of feedback is affected by such factors as activity types and proficiency have never been examined. Considering the differential attention given to form, it is premature to assume that feedback that is effective in communicative activities would be equally effective in grammar-oriented activities or vise versa. Therefore, the present study attempts to investigate how effectiveness of feedback varies depending on such factors as activity types, error types, feedback types, and proficiency.
The data in this study is comprised of a series of episodes that involve error and feedback routines in elementary, intermediate, and advanced JFL classrooms. These episodes are analyzed in terms of activity types, error types (phonological, lexical, syntactic, semantic/pragmatic errors), and feedback types identified in Lyster & Ranta's (1997) study.
The findings reveal a complex picture of feedback behaviors and their effectiveness. For example, types of corrective feedback used by teachers and peers are different, and the effectiveness of the same type of feedback is affected by activity types. The results of this study will provide insight into such questions as when and what type of error to correct and what technique to use in order to correct different types of errors.