Production écrite en langue étrangère, feedback correctif et révision assistée: une étude de cas

Abstract

Corrective feedback, which consists in informing the student that he has made a linguistic error, is a teaching practice that is often used by second language teachers. Written corrective feedback takes different forms that range from the approximate localization of the error to the explanation of the rule that underlies the error that the student committed. In this case study, we wanted to compare the types of written corrective feedback that research has identified to those used by a foreign language teacher working in a French speaking secondary school. We also wanted to determine the quantity of errors that the students corrected while revising their written production with the help of the teacher, the researcher, their schoolmate and reference books. The results show, on the one hand, that the teacher mainly uses corrective feedback that can be rapidly delivered and, on the other hand, that the students manage to correct most errors, whatever the type of corrective feedback may be. These encouraging results may be attributed to the teaching activity, which allowed the teacher and the researcher to explain part of the corrective feedback that the students could not have understood by themselves.