THE TEACHER’S ORAL CORRECTIVE FEEDBACK AS A KEY TECHNIQUE IN REDUCING STUDENTS’ FOSSILIZATION CASE STUDY: FIRST YEAR LMD STUDENTS OF ENGLISH AT CHADLI BENDJEDID-EL TARF UNIVERSITY

Abstract

Corrective feedback becomes one of the most dominant debatable issues in second or foreign language learning. Scholars have raised several studies to examine the usability of the different strategies that fit the students‟ needs and teacher‟s goals that the instructor may follow in providing corrective feedback to enhance their students‟ oral performance inside the classroom setting. The objective of this study is to investigate whether the employment of these different strategies with first year foreign language (EFL) students (LMD) at the University of ChadliBendjedid, El–Tarf plays an effective role in preventing the students‟ errors from getting fossilized and correct their errors if they have been already fossilized. Accordingly, help them to mark a progress in their oral performance to be accurate and fluent speaker not only inside the classroom but rather in different contexts. Oral corrective feedback that is provided by the teacher upon students‟ errors while performing oralactivities reduces students‟ fossilization. Accordingly students will achieve accuracy and fluency and therefore developing their oral skills. After carrying out this study, the effectivity and usability of teacher‟s oral corrective feedback have been shown; it raises students‟ awareness to errors and reduces them.