摘要
This paper is aimed at investigating the different ways of English teachers correcting errors in second language acquisition in classroom and offering constructive pedagogical proposal on error correction in oral English class. Transcripts totaling450 minutes of classroom interaction taken from 5 non-native English classes of different types(reading, writing, speaking, and integrated English learning) were analyzed on error correction and feedback in second language acquisition. Results include the frequency and distribution of the six different feedback types used by five teachers. The findings here illustrate an overwhelming tendency for teachers to use recasts in class. Four other feedback types-elicitation, metalinguistic feedback, clarification request,and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.
This paper is aimed at investigating the different ways of English teachers correcting errors in second language acquisition in classroom and offering constructive pedagogical proposal on error correction in oral English class. Transcripts totaling450 minutes of classroom interaction taken from 5 non-native English classes of different types(reading, writing, speaking, and integrated English learning) were analyzed on error correction and feedback in second language acquisition. Results include the frequency and distribution of the six different feedback types used by five teachers. The findings here illustrate an overwhelming tendency for teachers to use recasts in class. Four other feedback types-elicitation, metalinguistic feedback, clarification request,and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.
出处
《海外英语》
2016年第10期171-173,共3页
Overseas English
