Oral corrective feedback with LESLLA students

The role of corrective feedback has aroused much interest in English as a second or foreign language research. However, Catalan as an additional language is an emerging field of research. This paper focuses on the oral corrective feedback that the teacher provides to the students’ errors in a context of Catalan as an additional language with LESLLA students of an educational center located in a penitentiary center. Five 45-to-50-minute lessons of classroom interactions were recorded, transcribed and coded for the analysis. The findings show that there is a high amount of lexical and pronunciation errors. Furthermore, related with oral corrective feedback, the most common strategy is recast. Differences between reformulations and prompts were noted in terms of frequency. Prompts are less common, even though clarification requests and elicitation stand out. Finally, in most cases, students notice the oral corrective feedback provided. With recast the amount of uptake is very high, although only a third of the cases conduct to repair. Prompts lead students to a correction of the error by the students more frequently.