Examining Student Teachers' Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey

Autor/inn/en	Ozmen, Kemal Sinan; Aydin, Hale Ülkü
Titel	Examining Student Teachers' Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 12, Artikel 10 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teachers; Student Teacher Attitudes; Error Correction; Language Proficiency; Qualitative Research; Interviews; Simulation; Second Language Learning; Teaching Methods; English (Second Language); Second Language Instruction; Constructivism (Learning); Oral Language; Feedback (Response); Teacher Education Programs; Foreign Countries; Grammar; Pronunciation; Vocabulary Development; Questionnaires; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Korrektur; Language skill; Language skills; Sprachkompetenz; Qualitative Forschung; Interviewing; Interviewtechnik; Simulation program; Simulationsprogramm; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Grammatik; Aussprache; Wortschatzarbeit; Fragebogen; Türkei
Abstract	Teachers' beliefs about language learning and teaching are largely shaped during pre-service teacher education. Although many empirical studies have analyzed various dimensions of how student teachers' beliefs and practices are formed, the literature is scarce with the research on student teacher's beliefs about oral corrective feedback. For the field of English language teaching, student teachers' beliefs about correcting erroneous utterances count for their future instructional choices. Thus, as an uncharted territory of inquiry, this issue merits a scholarly attention. To this end, the present study investigated the stated beliefs and behaviors of 98 nonnative student teachers via various qualitative tools; an interview and a simulation offering 20 classroom situations. The results showed that although most student teachers held a constructivist belief in defining teaching, their oral corrective feedback strategies varied in terms of correcting errors that relate to language proficiency, language components and task type. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01