EFL Teachers’ L1 Backgrounds, Beliefs, and the Characteristics of Their Corrective Feedback
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.16 No.1 (2019.03)바로가기
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- 페이지
- pp.250-266
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A350099
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원문정보
초록
- 영어
- Considering the importance of teachers’ performance in class as a variable which affects the efficacy of corrective feedback (CF), it has not necessarily received the attention it deserves in second language acquisition (SLA) research: While there are a number of studies that focus on the efficacy of CF strategies from learners’ standpoint, research that focuses on the provider of CF, i.e., the foreign language (FL) teacher, has not yet been done as extensively. The present study was conducted to examine how native speaker (NS) and non-native speaker (NNS) teachers differ in their provision of CF and to investigate whether the two types of teachers’ provision of CF is congruent with their perceptions and beliefs. The results show that the ability to match their beliefs with their actual CF provision seems to be affected by their L1 background. NS teachers tend not to provide abundant phonological CF due to their insensitivity to some phonological errors in learners’ utterances. NNS teachers tend not to have the ability to provide CF in general due to their lack of language proficiency. Finding ways to overcome teachers’ current weaknesses may be a prerequisite to enhancing the quality of education in Japan.
목차
Abstract
Introduction
Literature Review
Different Types of Corrective Feedback
Theoretical Issues
Teachers’ Beliefs about CF and Their Practice
Methodology
Participants
Procedure
Coding
Errors
Results and Discussion
NS Teachers’ Beliefs/Perceptions for Morphosyntactic, Lexical, and PhonologicalErrors
NNS Teachers’ Beliefs/Perceptions for Morphosyntactic, Lexical, and Phonological Errors
NS Teachers’ Actual Treatment of Morphosyntactic, Lexical, and Phonological Errors
NNS Teachers’ Performance for Morphosyntactic, Lexical, and Phonological Errors
NS and NNS Teachers’ Uncorrected Errors
NS and NNS Teachers’ Beliefs/Perceptions about CF and Their Actua Performance
Conclusion
Pedagogical Implications
Limitations
Acknowledgement
The Author
References
Appendix
키워드
belief corrective feedback native speaker teacher non-native speaker teacher perception저자
간행물 정보
발행기관
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- 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
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- 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
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.16 No.1
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