Feedback as a means of realizing reflective approach in foreign language teaching

Аннотация

The article deals with the issues of "feedback" while teaching English as a foreign language. The paper observes development of feedback as a pedagogical phenomenon, defines its functions, characterizes its types, particularly indicating that oral corrective feedback strategies used by the teachers are explicit correction, recast, clarification request, metalinguistic clue, elicitation, repetition, body language and combined strategies. The features of the implementation of the feedback elements through the appropriate organization of the educational process aimed at the formation and development of students’ professional skills and abilities are determined. The advantages of using feedback as a component of reflective models in the educational process are considered to provide the teacher with a certain selection of actions that will motivate students to learn English, adapt educational material to current reality, and develop critical and creative thinking. Reflective practice, on the one hand, helps the student realize his level of knowledge, and on the other hand, encourages the teacher to reflect on his teaching strategy, analyze the chosen methods, evaluate the process of teaching and improve his teaching activities in order to achieve the goals of teaching and get the expected results. The given analysis proves that reflective teaching practice including feedback as one of its components assists the teachers to acquire both professional growth and personal development. The paper also offers examples how to use them effectively while teaching foreign languages and highlights that the feedback given in the foreign language classroom environment greatly affects students’ level ofmotivation.