Literaturnachweis - Detailanzeige
Autor/inn/en | Ha, Xuan Van; Murray, Jill C. |
---|---|
Titel | Corrective Feedback: Beliefs and Practices of Vietnamese Primary EFL Teachers |
Quelle | In: Language Teaching Research, 27 (2023) 1, S.137-167 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ha, Xuan Van) ORCID (Murray, Jill C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-1688 |
DOI | 10.1177/1362168820931897 |
Schlagwörter | Error Correction; Feedback (Response); Teacher Student Relationship; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Language Teachers; Vietnamese People; Educational Practices; Pronunciation; Grammar; Vocabulary Development; Cues; Oral Language; Preferences; Context Effect; Foreign Countries; Elementary School Students Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Bildungspraxis; Aussprache; Grammatik; Wortschatzarbeit; Stichwort; Oral interpretation; Mündlicher Sprachgebrauch; Ausland |
Abstract | This study investigates Vietnamese EFL teachers' beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers' feedback moves contained some inaccuracies. Implications for educational practice are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |