Based on the speaker’s own recent experience of ‘de-‐fossilizing’ his Spanish, a case is made for the key role that correction (including explicit negative feedback) plays in boosting student achievement and enhancing teacher effectiveness. In our well-‐intentioned efforts to promote authentic communication in the classroom we sometimes overlook the one component of classroom interaction that distinguishes it from other forms of interaction, and which makes it especially effective: i.e. corrective feedback. In this workshop we will look at different options for the form, frequency and timing of corrective feedback, with special reference to oral production, and discuss how these might impact on learning.
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