Using Metalinguistic Written Corrective Feedback to Raise Students’ Linguistic Awareness
Grammar has traditionally been taught for its own sake, emphasizing rules and drills. However, in recent years, more emphasis is given to communicative competence. Current research suggests that form-focused instruction is notably efficient when incorporated in a meaningful communicative context. It is maintained that writing tasks related to the students’ academic fields will encourage them to express themselves openly in topics that are close to their hearts, without feeling too uneasy about grammatical forms. The teacher can further reduce students’ apprehension of grammar by announcing that credit will be given for merely doing the task and that grammar mistakes will not affect the grade. Students’ linguistic errors can then be corrected by giving metalinguistic feedback which involves providing learners with some kind of explicit remark about the nature of the errors they have made.Research has also shown that the learners’ developmental readiness is an important factor influencing the effectiveness of written corrective feedback. Larger effect sizes appear as theproficiency level is higher. The purposes of this presentation are to demonstrate how grammar can be taught indirectly through writing tasks, and more specifically, how the use of metalinguistic written corrective feedback given to advanced EFL students can raise their linguistic awareness and lead to foreign language improvement.
Keywords - Teaching grammar through writing, metalinguistic corrective feedback, EFL