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ESL Teachers’ Use of Corrective Feedback and Its Effect on Learners’ Uptake

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.7 No.1 (2010.03)바로가기
  • 페이지
    pp.197-219
  • 저자
    Christina Gitsaki, Naif Althobaiti
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182267

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초록

영어
It has long been assumed within traditional pedagogical practice that error feedback is necessary for learners to progress in their acquisition and use of second language (L2) in more target-like ways. Providing feedback in class is not a simple or clear-cut process as there are many different types of feedback and each type can have a specific effect on learners’ errors. This observational study addressed the following issues with regard to corrective feedback and learner errors: (1) the effectiveness of different types of interactional feedback, (2) the types of feedback that lead to learners' successful uptake, and (3) the categories of errors (e.g., phonological, grammatical, lexical) native English teachers prefer to provide feedback on. Two native English teachers and twenty-eight English as a Second Language (ESL) students at two levels of proficiency, beginners and intermediate, were observed during class. Teacher-student and student-student interactions were recorded during the lesson and individual teacher interviews were carried out after the class observations. The analysis of the data revealed the most frequent types of interactional feedback with intermediate learners were explicit correction followed by metalinguistic clues, clarification requests and recasts. With the beginner students, the most frequently used feedback type was explicit correction, followed by clarification requests, and recasts. This study also showed that repetition and metalinguistic feedback always led to successful uptake. Finally, teachers preferred to correct mostly phonological errors. These results have implications for ESL teachers and teacher educators.

목차

ABSTRACT
 INTRODUCTION
  Background
 THE STUDY
  Setting and Participants
 RESULTS AND DISCUSSION
 CONCLUSION
 THE AUTHOR
 REFERENCES

키워드

corrective feedback second language acquisition implicit feedback explicit feedback

저자

  • Christina Gitsaki [ Sharjah Higher Colleges of Technology, United Arab Emirates ]
  • Naif Althobaiti [ The University of Queensland, Australia ]

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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