Feedback on Grammatical Accuracy: Comparing Perceptions and Practices on the Teachers' and Learners' Parts

Autor/inn/en	Nazarloo, Fahimeh Ashja; Yaghoubi-Notash, Massoud
Titel	Feedback on Grammatical Accuracy: Comparing Perceptions and Practices on the Teachers' and Learners' Parts
Quelle	In: International Journal of Education and Literacy Studies, 6 (2018) 4, S.47-57 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Feedback (Response); Grammar; Accuracy; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Language Fluency; Teacher Attitudes; Student Attitudes; Textbooks; Error Correction; Comparative Analysis; Communicative Competence (Languages); Language Teachers; Iran + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Lehrerverhalten; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Korrektur; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht
Abstract	An advantage of the communication-based instruction in an EFL situation is prioritizing fluency and meaning negotiation though of course at the cost of accuracy. Researchers have, therefore, found feedback on the learners' erroneous utterances quite appealing so that form can be attended to against the wider backdrop of meaning-focused involvement in communication. This present study qualitatively and quantitatively sought to investigate the teachers' and intermediate learners' perceptions as well as the teachers' practices concerning "corrective feedback types", sources of feedback", and "types of grammatical errors" that occur and need to be attended to during the classroom conversations. The study was conducted in two private language institutes in Tabriz, Eastern Azerbaijan Province, Iran. The instructional materials were "Top Notch" course books. For the purpose of the study, 6 teachers and 60 EFL learners were focused on. First, the classes of 6 teachers were observed. Then, the teachers and learners completed a questionnaire on corrective feedback. The results indicated that learners showed strong agreement toward using explicit feedback. On the contrary, teachers usually neglected the learners' grammatical errors at the classroom to maintain the flow of interaction. Another important finding about sources of feedback was that teachers and learners preferred teacher correction to peer correction or self-correction. Finally, both teachers and learners expressed strong agreement about feedback on serious grammatical errors during conversation though the former tended to agree more with the feedback on less serious and frequent grammatically erroneous utterances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01