The role of feedback in communicative classrooms

Autor: prof. Miulescu Florina Oana
Colegiul de silvicultură și protecția mediului, Rm. Vâlcea

Perhaps the subject can best be adressed by looking at it from the learners’ point of view . They have taken part in an animated discussion on a relevant topic and have drawn on all their ressources in English to do so. The teacher has set up the communicative activity and allowed it to flow, giving the learners the maximum opportunity to participate and use their language skills to the full.
The lesson ends without a feedback stage and the students leave the classroom. At this point, they might reflect on what they have done. They have certainly practised speaking and, no doubt, they have practised listening . What, on the other hand, have they learnt?

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