Literaturnachweis - Detailanzeige
| Autor/in | Al-Jarf, Reima |
|---|---|
| Titel | Correcting Students' Writing Errors: The Role of Communicative Feedback |
| Quelle | (2011), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Error Correction; Writing Instruction; Writing Assignments; Feedback (Response); English (Second Language); Second Language Instruction; Grammar; College Students; Foreign Countries; Communication Skills; Saudi Arabia |
| Abstract | Many EFL teachers spend a lot of time marking students' written assignments and correcting their spelling, grammatical, punctuation, organization and idea generation errors in detail. The more students make mistakes, the more meticulously they mark and correct mistakes. Despite meticulous error correction, students continue to make the same mistakes over and over again. Teachers' correction of written assignments does not seem to be effective in reducing students' errors and enhancing their ability to write correctly and effectively. The present study proposes a model for correcting students' errors effectively. In this model, students are encouraged to write for communication and not to worry about spelling, grammatical, punctuation or capitalization mistakes. Students do written assignments or part of them in class. While doing the written exercises and writing their paragraphs, the teacher monitors students' work and provides individual help. She gives communicative feedback that focuses on meaning and highlights only errors related to rules or skills under study in a particular chapter. Feedback is provided on the presence and location of errors, but no correct forms are given. Self-editing and peer-editing are encouraged. Extra credit is given for good paragraphs every time the students write a paragraph in class. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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