Hilal Ergl

hilal.ergul@tamuc.edu

Corrective feedback
teacher and peer responses to learners erroneous

second language (L2) production (Li, 2013, p. 196)

Input, output, and interaction in SLA
Krashen (1981)s view challenged in interactionist
approaches
Two types of input: Negative & positive (Gass, 1997)

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Aim of the study

exploring the relationship between teachers smiling

during oral corrective feedback (CF) and learner

uptake
contributing to feedback effectiveness literature
Hypothesis: Learner uptake is more likely to be
successful if the teacher smiles while delivering
corrective feedback.

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Operationalization of Effectiveness
Experimental studies pre-test/post-tests
Descriptive studies uptake/repair, e.g.
Ellis, Basturkmen, and Loewen, 2001
Fu and Nassaji, 2016
Lyster, 1998
Lyster and Mori, 2006
Sheen, 2004; 2006
Vsquez and Harvey, 2010
Wang and Loewen, 2016
DFW Metroplex Linguistics Conference
October 21, 2016

Presented by Hilal Ergul

Uptake
a students utterance that immediately follows the
teachers feedback and that constitutes a reaction in
some way to the teachers intention to draw attention to
some aspect of the students initial utterance (this
overall intention is clear to the student although the
teachers specific linguistic focus may not be) (Lyster &
Ranta, 1997, p. 49)

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Uptake (cont.)
No uptake (topic continuation)
Unsuccessful uptake (needs repair)
Successful uptake = repair

(Lyster & Ranta, 1997)

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

L2 Anxiety
the apprehension experienced when a situation requires

the use of a second language with which the individual is

not fully proficient (Gardner and MacIntyre, 1993, p. 5)
Krashen (1998)
pushed output
affective filter

debilitating

anxiety and classroom performance (DeKeyser, 1993;

Havranek & Cesnik, 2001; Sheen, 2008)

may be reduced by understanding the purpose of CF
(Ellis, 2009; Zhang and Rahimi, 2014)
DFW Metroplex Linguistics Conference
October 21, 2016

Presented by Hilal Ergul

Giving corrective feedback: an FTA

Face Threatening Acts (FTA)
Bell & Pomerantz (2016)
Kerssen-Griep et al. (2003, 2008)
Power imbalance in the classroom
Mitigating strategies

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Why smiling?
Facial Feedback Hypothesis (Tourangeau & Ellsworth,

1979; Soussignan, 2002).

Undoing hypothesis (Fredrickson, 1998, 2001; Keltner
& Bonanno, 1997)
felt/genuine smiles positive affect (Miles &
Johnston, 2007; Papa & Bonanno, 2008; Surakka &
Hietanen, 1998, inter alia)

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Identifying genuine smiles

Facial Action Coding System (Ekman et al., 1978)
Duchenne display (Ekman, 1990): simultaneous

contraction of zygomaticus major (AU 12) and

orbicularis oculi (AU 6)
Critics (e.g. Krumhuber & Manstead, 2009, Niedenthal
et al., 2010)

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Identifying genuine smiles

AU 6 Cheek Raiser and
Lid Compressor

DFW Metroplex Linguistics Conference

October 21, 2016

AU 12 Lip Corner Puller

Presented by Hilal Ergul

Participants
4 teachers
22 Turkish adult EFL learners
Intermediate level
Private language school in Northwestern Turkey

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Data
classroom interaction
video recordings
73 minutes total
97 error sequences total
first on-task segment in each class
cameras facing teachers

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Analysis
Error sequences (error followed by feedback)

identified (n = 97)
Coded by researcher for teachers smiling and repair
Teachers faces coded for AUs 6 and 12
Chi-square test of independence performed

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Results

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Results (cont.d)
The hypothesis was proven wrong by the data.
Contrary to the expectation, repair (i.e., successful

uptake) was 1.2 times more likely to occur when the

teacher wasnt smiling.
However, the results are not significant, 2(1, N = 97) =
1.900, p = .168.

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

Discussion
More data points
Larger sample of teachers
Nature of interaction (task type)
Non-Duchenne smiles?
Interrater reliability
Gender factor?

DFW Metroplex Linguistics Conference

October 21, 2016

Presented by Hilal Ergul

References
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DFW Metroplex Linguistics Conference
October 21, 2016

Presented by Hilal Ergul

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DFW Metroplex Linguistics Conference
October 21, 2016

Presented by Hilal Ergul

Questions? Comments?
hilal.ergul@tamuc.edu