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Corrective Feedback and Learner Uptake in Primary School EFL Classrooms in China

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.6 No.3 (2009.09)바로가기
  • 페이지
    pp.45-72
  • 저자
    Beibei Zhao
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182233

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원문정보

초록

영어
This article examined the classroom interaction of two teachers and their pupils (36 Grade 5 and 35 Grade 6) in 26 lessons (totalling 15.2 hours) to investigate the way in which these teachers spontaneously attended to form, and to determine the extent to which these Chinese young learners could and did subsequently demonstrate uptake in their production. In addition, individual interviews (approximately 8 hours) with both teachers and learners were carried out to assist interpreting lesson transcripts in relation to corrective feedback and learner uptake. The results suggest that both teachers often take advantage of corrective feedback, creating opportunities for learners to correct errors, and learners are capable of correcting errors after a prompt. Such attention to form that provides learners with an opportunity to negotiate of form or meaning can potentially benefit L2 learning. This article concludes with implications for pedagogy, research and teacher professional development that are made based upon these findings.

목차

ABSTRACT
 INTRODUCTION
  Defining ‘focus-on-form’
  Defining ‘corrective feedback’
  Defining ‘uptake’
 METHODOLOGY
  Research Questions
  Methods
  Participants
  Database
  Data Analysis
 RESULTS
  Types and Distribution of Corrective Feedback
  The Distribution of Learner Uptake
 DISCUSSION
  Teacher’s Provision of Corrective Feedback
  Learner’s Production of Uptake
  Corrective Feedback and Learner Uptake
 IMPLICATION AND FUTURE INQUIRY
  Pedagogical Significance
  Professional Development
  Future Research
 CONCLUSION
 THE AUTHOR
 REFERENCES

키워드

corrective feedback learner uptake EFL classroom focus-on-form instruction

저자

  • Beibei Zhao [ Zhejiang Shuren University, China ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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