A Classroom Research Study on Use of Oral Corrective Feedback at an EFL University

Autor/inn/en	Can, Seçkin; Daloglu, Aysegül
Titel	A Classroom Research Study on Use of Oral Corrective Feedback at an EFL University
Quelle	In: Journal on English Language Teaching, 12 (2022) 1, S.39-55 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Oral Language; Error Correction; College Preparation; Video Technology; English (Second Language); Second Language Learning; Second Language Instruction; Feedback (Response); Metalinguistics; Teaching Methods; Translation; Classroom Research; Correlation; Error Analysis (Language); Grammar; Language Teachers; Guidelines; Rating Scales; Undergraduate Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Error analysis; Language; Fehleranalyse; Grammatik; Language teacher; Sprachunterricht; Richtlinien; Rating-Skala; Ausland; Türkei
Abstract	This study aims to investigate which types of errors lead to which types of corrective feedback and their distribution in university preparatory school speaking classes. Discourse analytic principles were used to analyze the learners' errors and types of oral corrective feedback in communicatively oriented speaking classes. The frequency and distribution of error types and corrective feedback are examined. Three instructors teaching English speaking courses at B1 level of the Common European Framework of Reference for Languages in different classes participated in the study. The data, consisting of six videotaped lessons, were transcribed for coding and analysis according to the system proposed by Lyster and Ranta (1997). First, four error types and seven types of corrective feedback were coded and then, the relationship between the feedback type and error type was examined. The results showed that the most commonly used feedback type is recast. This is followed by a translation and explicit correction. Metalinguistic feedback, elicitation, clarification requests, and repetitions are not common feedback types. Looking at the relationship between the type of corrective feedback and the type of error, grammatical errors were the most common type, but were corrected the least. On the other hand, lexical errors were the least frequent but were the most frequently corrected error type. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01