Article

Learner attitudes toward error correction in a beginners English class

Comunicación 01/2008;
Source: DOAJ

ABSTRACT This study was conducted among twenty-three college students of English who were asked their preferences for twenty error correction techniques. The techniques were presented mostly in dialogue form as they actually take place in the classroom. The study shows that the students preferred those techniques in which they are explicitly told what their mistake was. In light of this, the students favored correction by their teacher, not their peers in the language class. The students also showed their preference for the techniques in which they are given the opportunity to repeat the correct model provided by the teacher and thus repair their faulty speech. The study concludes that these techniques provide a type of corrective feedback that encourages students to participate in the correction of their spoken errors, a classroom activity that leads to acquisition of the foreign language.

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    ABSTRACT: The study examines the effects of interactional corrective feedback (CF) in the form of recasts (i.e. teacher's reformulation) and metalinguistic information (i.e. provision of some grammatical information) in response to any erroneous utterance in English modals. Evidence regarding the relative effectiveness of these types is mixed (reviewed by Li [1]), and only few studies have isolated metalinguistic feedback from recasts. The current classroom study aims to address these issues, and focuses on learning of English modals, a structure which has been neglected in corrective feedback studies and is considered to be difficult for EFL/ESL learners (Celce- Murcia and Freeman [2]). Pre-intermediate L1 Arabic learners (n=36) in an ESL context were randomly assigned into two experimental groups; metalinguistic information (MI) and recast (R), and one task only (TO) group. Three hour oral communicative tasks were held in four consecutive weeks. Learning was measured via pre-, post-, and delayed post- picture description test (PD), gap fill test (GF), and timed grammaticality judgment test (TGJT). An exit questionnaire, (e.g., Sheen [3]) to check awareness of the target feature and an attitudinal questionnaire to measure participants’ attitude towards error correction and grammatical accuracy were administered. The results demonstrate that metalinguistic information and recasts were beneficial for learning of English modals and learners’ preference for recast was more than that for metalinguistic information feedback.
    Procedia - Social and Behavioral Sciences 07/2014; 136:322-329. DOI:10.1016/j.sbspro.2014.05.337

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