The Influence of Educational Programme on Teachers' Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context

Autor/inn/en	Debreli, Emre; Onuk, Nazife
Titel	The Influence of Educational Programme on Teachers' Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context
Quelle	In: International Education Studies, 9 (2016) 6, S.76-85 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Language Teachers; English Teachers; English (Second Language); Second Language Instruction; Feedback (Response); Error Analysis (Language); Error Correction; Speech Skills; Preferences; Teaching Methods; Semi Structured Interviews; Observation; Barriers; Curriculum Design; Oral Language; College Students; Educational Practices; Course Descriptions; Instructional Effectiveness; Qualitative Research; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Error analysis; Language; Fehleranalyse; Korrektur; Mündliche Leistung; Sprachfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Lehrplangestaltung; Oral interpretation; Mündlicher Sprachgebrauch; Collegestudent; Bildungspraxis; Kursstrukturplan; Unterrichtserfolg; Qualitative Forschung; Zypern
Abstract	In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students' preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers' preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers' practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher's preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01