Chapter I. The role of feedback in learning english as a second language

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CONTENTS 
INTRODUCTION……………………………………………………………,…..3 
CHAPTER I. THE ROLE OF FEEDBACK IN LEARNING ENGLISH AS A 
SECOND LANGUAGE……………………………………………………….......5 
1.1 Learning English as a second language………………………………………..5 
1.2 The role of Feedback in language learning process..........................................8 
1.3 The methods to give corrective feedback ........................................................10 
 
CHAPTERII.THE METHODS AND MATERIAS TO GIVE FEEDBACK..14
2.1 The survey on giving feedback and the methods used during it ......................14 
2.2 The analysis and results of the survey ...........................................................17
2.3 The methods used by teachers to give feedback ............................................19
CONCLUSION....................................................................................................25
BIBLIOGRAPHY
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APPENDIX.......................................................................................................... 29

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INTRODUCTION 
English is an international language and has a large number of 
speakers. According to Clark et al , by the 1990s, English was spoken as a 
first language by around 375 million speakers and as a second language by 
around 375 million speakers in the world. Moreover, the estimated figure 
for people who speak English as a foreign language was 750 million
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. It is 
difficult to predict how many people will speak English in the future but it 
is a number that continues to increase . Over the years, English has 
developed into a global language, which means that the language has 
achieved a genuinely global status; it has developed an important role that is 
recognized in every country. 
The Swedish Curriculum for the compulsory school, preschool class 
and the leisure-time centre 2011 says that knowledge of English can give 
new perspectives on the surrounding world, increase opportunities to 
create contacts, and provide greater understanding of different ways of 
living for students. The same document makes it clear that “students should 
also be given the opportunity to develop correctness in their use of language 
in speech and writing, and also the ability to express themselves with 
variation and complexity through teaching”.