The feedback function

Feedback is the main function of control, providing management of the whole teaching/learning process. Feedback allows for mutual understanding between the teacher and the student. If feedback is directed from the student to the teacher it informs the latter of the level of his students’ success as language learners. The teacher analyses this information as to weak points of learners; diagnoses their errors and on this basis reveals the degree of correspondence of the teaching strategies to the real needs of learners. All this provides the teacher with the grounds to evaluate the methodological situation properly and to introduce the necessary changes into the teaching methods and techniques in time. Such corrections inevitably change the activities performed and the drills conducted. The exercises are organised in a different way; their sequence and pacing are changed. Thus, the whole teaching process is given a new way, modified up to the learners’ needs.

In case feedback is directed from the teacher to the student, it gives learners a chance to be informed about their achievements in language learning. These achievements are regarded as the degree of consolidation of habits and improvement of skills. Information like this makes it possible for learners to self-evaluate their achievements and to plan their learning strategies.

The feedback function can be subdivided into diagnostic, correction and management sub-functions.

· Diagnostic sub-function allows finding out in time efficiency/ inefficiency of teaching. Depending on the results revealed, it allows for correcting the system of tasks, for changing teaching techniques. This sub-function is realised in the whole process of teaching, language input acquisition and development of habits and skills at all stages of learning. The content of the diagnostic sub-function includes not only stating the fact of teaching efficiency/ inefficiency, but analysing its reasons as well. Diagnostic control is not an aim in itself. It is necessary for the proper immediate correction of the further teaching activity.

· Correction sub-function is realised in two ways. With the first way, the level of the object under control is checked up. The information about the unsatisfactory state of the object under control induces the teacher to introduce corrections into his teaching. Then the teacher should make sure that corrections having been introduced have brought positive results. With the second way, the degree of adequacy of the techniques and tasks used to the object of control is established. Obtaining no information as to the negative state of the object controlled indicates the failure of the controlling techniques and tasks. Hence, only the controlling techniques and tasks are subject to correction, but not the techniques of teaching.

· Management sub-function provides handling the process of language input acquisition and speech skills development. All components of the teaching system are to function according to their immanent parameters. If one of the components is missing, the management becomes ineffective. Thus, if some language phenomenon is omitted in the course of a certain operation performance, the control of its acquisition is not justified. Hence, the management sub-function of control is realised under the condition of all the system components being available and interacting in the optimal way.

Дата добавления: 2015-11-13