Oral Corrective Feedback: Teachers' Concerns and Researchers' Orientation

Autor/inn/en	Sepehrinia, Sajjad; Mehdizadeh, Mostafa
Titel	Oral Corrective Feedback: Teachers' Concerns and Researchers' Orientation
Quelle	In: Language Learning Journal, 46 (2018) 4, S.483-500 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1172328
Schlagwörter	Oral Language; Error Correction; Teacher Education; Feedback (Response); Content Analysis; Teacher Attitudes; Teaching Methods; Teacher Education Programs; Metalinguistics; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Masters Degrees; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Korrektur; Lehrerausbildung; Lehrerbildung; Inhaltsanalyse; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland
Abstract	Studies on oral corrective feedback have been mainly directed towards cognitive factors. Practical aspects of error correction have been ignored to a large extent. The present study attempted to fill this gap by investigating teachers' practice and beliefs about oral error correction and the priorities they set for themselves and comparing the results with the recent research findings to find the areas of mismatch between the two domains. Seven teachers were observed, each on two occasions, which made 14 classroom observations overall. Interviews were also conducted with the observed and 30 more teachers. The collected data were analysed using descriptive statistics and content analysis of the interviews. The results indicated that teachers' concerns and priorities were different from those examined in experimental studies, being more affective and practice-oriented in nature. There were also inconsistencies between teachers' beliefs and practice. The results suggested the need to inform teachers about the cognitive aspects of error correction in teacher education programmes and to redress the balance between emotional and cognitive aspects of error correction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01