Errors in the second language classroom corrective feedback
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2010
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| 008 | 101206s2010 d||| |||| 00||| eng d | ||
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| 245 | 1 | 0 | |a Errors in the second language classroom |b corrective feedback |c Juan de Dios Martínez Agudo (Ed.) |
| 264 | 1 | |a Archidona |b Aljibe |c 2010 | |
| 300 | |a 218 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
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| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Martinez Agudo, Juan de Dios |e Sonstige |4 oth | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-020769882 | ||
Datensatz im Suchindex
| _version_ | 1804143550019928064 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
NOTES ON CONTRIBUTORS 13
PREFACE 17
CHAPTER I: WHAT IS REVEALED THROUGH ERRORS? SOURCES OR CAUSES OF ERRORS
23
JUAN DE DIOS MARTINEZ (UNIVERSITY OFEXTREMADURA, SPAIN)
ABSTRACT.........................................................................................................
23
1. LITERATURE REVIEW 24
2. SOURCES OR CAUSES OF ERRORS 29
2.1. BETWEEN TWO LANGUAGES: INTERLINGUAL OR INTERFERENCE ERRORS 30 2.2.
INTRALINGUAL ERRORS 32
3. A STUDY OFSPANISH EFL STUDENT TEACHERS 35
3.1. PARTICIPANTS 35
3.2.
PROCEDURE.........................................................................................
35
3.3. DATA COLLECTION AND ANALYSIS 36
4. TEACHING IMPLICATIONS 41
5. CONCLUSIONS 42
6. QUESTIONS FOR REFLECTION 42
7. REFERENCES 43
8. ANNOTATED BIBLIOGRAPHY 44
CHAPTER 11: ERROR, FEEDBACK, NEGOTIATION: TECHNOLOGICALAND HUMANISTIC
WAYS 47
GABRIELE AZZARO & RICHARD RICE (UNIVERSITY OFBOLOGNA, ITALY)
ABSTRACT.........................................................................................................
47
IMAGE 2
8 ERRORS IN {HE SECOND LANGUAGE CLASSROOM. CORRECTIVE FEEDBACK
1. INTRODUCTION 47
2. INTERLANGUAGE PROCESSING 48
2.1. INPUT AND OUTPUT 48
2.1.1. APPERCEIVED INPUT 48
2.1.2. COMPREHENDED INPUT 49
2.1.3. INTAKE 49
2.1.4. INTEGRATION 50
2.1.5. OUTPUT 50
2.2.
FEEDBACK..........................................................................................
51
2.2.1. ATTENTION AND FEEDBACK 51
2.2.2. NEGOTIATION 52
2.2.3. RECASTS 53
2.2.4.
PROMPTS................................................................................
53
2.2.5. METALINGUISTIC FEEDBACK 54
2.2.6. THE POINT OFFEEDBACK 54
3. ONLINE FEEDBACK AND E-MAIL INTERACTION 55
3.1. PARTICIPANTS.... 55
3.2. DATA COLLECTION 56
3.3. DATA ANALYSIS 57
4. TIPS FOR TEACHING 61
4.1. SPOKEN OUTPUT 61
4.2. WRITTEN OUTPUT 62
4.3. E- 62
5. CONCLUSIONS 64
6. QUESTIONS FOR REFLECTION 65
7. REFERENCES 67
8. ANNOTATED BIBLIOGRAPHY 69
CHAPTER III: THE EFFECT OF TEACHER S INTONATION ON ERROR CORRECTION 71
M Q SAGRARIO SALABERRI (UNIVERSITY OF ALMERIA, SPAIN)
ABSTRACT.........................................................................................................
71
1. INTRODUCTION 71
2. TEACHERS ELICITATIONS IN DISCOURSE 72
3. METHODO LOGY 75
4.
RESULTS.....................................................................................................
76
4.1. DISPLAY OR REFERENCE ELICITATIONS 76
4.2. CLARIFICATION REQUESTS 79
4.3. COMPREHENSION CHECKS 80
4.4. CONFIRMATION CHECKS 81
4.5. OTHER FUNCTIONS 81
5. CONCLUSIONS 83
IMAGE 3
CONTENTS
6. QUESTIONS FOR REFLECTION 84
7. REFERENCES.. 85
8. ANNOTATED BIBLIOGRAPHY 85
CHAPTER IV: CORRECTIVE FEEDBACK AND AFFECI IN IRE LANGUAGE CLASSROOM 87
STEPHEN HUGHES AND DANIEL MADRID (UNIVERSITY OFGRANADA, SPAIN)
ABSTRACT........................................................................................................
87
1. INTRODUCTION 87
2. ERROR CORRECTION IN THE FL CLASSROOM 88
2.1. DIVERSE APPROACHES TO CORRECTIVE FEEDBACK 89
2.2. SUPPORT FOR CORRECTIVE FEEDBACK 91
3. AFFECT AND THE PROVISION OF ORAL FEEDBACK 93
3.1. STUDENT ENGAGEMENT IN THE FEEDBACK PROCESS 93
3.2. STUDENT CHARACTERISTICS AND IDENTITY 94
3.3. PROVIDING AFFECTIVE FEEDBACK 95
4. TIPS FOR TEACHERS 96
4.1. RAISE AWARENESS OFFEEDBACK 97
4.2. USE FEEDBACK WITHIN A LARGER LEARNING CONTEXT 97
4.3. USE A WIDE VARIETY OFFEEDBACK STRATEGIES 97
4.4. PROVIDE APPROPRIATE AFFECTIVE CONDITIONS 98
5. CONCLUSION.. 99
6. QUESTIONS FOR REFLECTION 99
7. REFERENCES.. 100
8. ANNOTATED BIBLIOGRAPHY 103
CHAPTER V: TRE ATTITUDE OF TEACRERS OF SPANISR AS A SECOND OR FOREIGN
LANGUAGE TOWARDS ERROR CORRECTION IN WRITING . 105
JANE AMOLD (UNIVERSITY OFSEVILLE, SPAIN) AND MIRIAM CASTRO (I.E.S. LAGOA
DE ANTELA, XINZO DE LIMIA, OURENSE, SPAIN) ABSTRACT. 105
I. INTRODUCTION 105
1.1. SECOND LANGUAGE WRITING 106
2. ERRORS IN WRITING 108
2.1. APPROACHES TO WRITING AND-THEIR TREATMENT OF ERROR 108
2.2. THE TRUSCOTT-FERRIS DEBATE 109
2.2.1. TRUSCOWS-F 6SITTON 109
2.2.2. FERRIS POSITION 110
3. THE STUDY 111
3.1. OBJECTIVES OFTHE STUDY 112
3.2. METHODOLOGY 112
9
IMAGE 4
JO ERRORS IN (HE SECOND LANGUAGE CLASSROOM. CORREC(IVE FEEDBACK
3.2.1. PARTICIPANTS 112
3.2.2. DATA COLLECTION PROCEDURES 113
4. RESULTS 114
4.1. ATTITUDE TOWARDS WRITING 114
4.2. THE PRACTICE OF ERROR CORRECTION 115
4.3. PARTICIPANTS IN THE ERROR CORRECTION PROCESS 117
4.4. EFFECT OF ERROR CORRECTION ON THE LEARNING PROCESS 118
5. TIPS FOR TEACHERS 119
6.
CONCLUSIONS.............................................................................................
120
7. QUESTIONS FOR REFLECTION 121
8. REFERENCES 122
9. ANNOTATED BIBLIOGRAPHY 123
APPENDIX A 125
APPENDIX B 128
CHAPTER VI: STUDENTS ATTITUDES TO ERROR CORRECTION. LESSONS TO BE
LEARNED 131
MARGARET MCGINITY (UNIVERSITY OFEXTREMADURA, SPAIN) ABSTRACT 131
1. INTRODUCTION 131
2.
RESEARCH..................................................................................................
137
2.1. SAMPIE AND DATA COLLECTION PROCEDURE 137
2.2.
RESULT..............................................................................................
138
2.3. STUDENTS COMMENTS 142
3. CONCLUSIONS.... 144
4. QUESTIONS FOR REFLECTION 145
5.
REFERENCES...............................................................................................
146
6. ANNOTATED BIBLIOGRAPHY 147
CHAPTER VII: IT S ONLY THOSE WHO DO NOTHING TRAT MAKE NO MI STAKES 151
FAN ROBINSON (UNIVERSITY OFEXTREMADURA, SPAIN)
ABSTRACT........................................................................................................
151
1. ERRORS AND MISTAKES 151
2. CONTRASTIVE ANALYSIS HYPOTHESIS AND ERROR ANALYSIS 152
3. TYPES OF ERROR 153
4. INTERLANGUAGE AND ITS FEATURES 154
5. FOSSILIZATION 155
6. THE CORRECTION OFERRORS 156
6.1. FIND OUT WHAT THE STUDENTS WANT 157
6.2. PROCEDURES FOR CORRECTING ERRORS 157
6.3. WHEN TO TREAT THE ERROR 159
IMAGE 5
CONTENTS
6.4. AFTER THE EVENT. FEEDBACK 161
6.5. A BALANCED AMOUNT OF ERROR CORRECTION 162
7. CONCLUSION 162
8. QUESTIONS FOR REFL.ECTION 163
9. REFERENCES 164
10. ANNOTATED BIBLIOGRAPHY 164
CHAPTER VIII: MIND THE GAP: ERROR-CORRECTION STRATEGIES AND PROCEDURES
.. 165
CONCE;IIO MOLEIRO (ESCOLA E. B. 2/3 DA VENDA DO PINHEIRO, MAFRA,
PORTUGAL) AND EDUARDA MELO (UNIVERSITY OFLISBON, PORTUGAL)
ABSTRACT........................................................................................................
165
1. INTRODUCTION 165
1.1. ENGLISH FOR SPECIFIC PURPOSES. THE HOTEL AND THE CATERING INDUSTRY,
GARDENING, MECHANICS AND SOCIAL SORK 166
1.2. ENGLISH FOR SPECIFIC PURPOSES. LEGAL ENGLISH 168
2. ERROR PRODUCTION 171
2.1. ERROR PRODUCTION IN ENGLISH FOR SPECIFIC PURPOSES. THE HOTEL AND
THE CATERING INDUSTRY, GARDENING, MECHANICS AND SOCIAL WORK 171 2.2.
ERROR PRODUCTION IN ENGLISH FOR SPECIFIC PURPOSES. LEGAL ENGLISH 174 3.
TEACHING TIPS 175
3.1. ENGLISH FOR SPECIFIC PURPOSES. THE HOTEL AND THE CATERING INDUSTRY,
GARDENING, MECHANICS AND SOCIAL WORK 175
3.2. ENGLISH FOR SPECIFIC PURPOSES. LEGAL ENGLISH 178
4.
CONCLUSIONS.............................................................................................
179
4.1. ENGLISH FOR SPECIFIC PURPOSES. THE HOTEL AND THE CATERING INDUSTRY,
GARDENING, MECHANICS AND SOCIAL WORK 179
4.2. ENGLISH FOR SPECIFIC PURPOSES. LEGAL ENGLISH 180
5. QUESTIONS FOR REFL.ECTION 181
6. REFERENCES 182
7. ANNOTATED BIBLIOGRAPHY 187
CHAPTER IX: SELF-LEARNING, SELF-CORRECTION AND SELFASSESSMENT .. 189
M Q PILAR MONTIJANO (UNIVERSITY OFMALAGA, SPAIN)
ABSTRACT........................................................................................................
189
1. INTRODUCTION 189
2. CURRENT PANORAMA IN THE WORLD OFFLT 190
2.1. THE LEARNER-CENTRED APPROACH. STUDENTS SELF-LEARNING 196 2.1.1.
CONTRIBUTION OF THE LEARNER-CENTRED APPROACH TO THE WORLD OFFOREIGN
LANGUAGE TEACHING 198
3. SELF-LEARNING IN FLT 200
11
IMAGE 6
12 ERRORS IN THE SECOND LANGUAGE CLASSROOM. CORRECTIVE FEEDBACK
3.1. LEAMER TRAINING 200
3.2. STRATEGIES IN FL LEAMING 205
3.3. LEAMERS SELF-LEAMING: NEW DEMANDS AND CHALLENGES FOR FL TEACHERS
207
4. EVALUATION AS A LEAMING TOOL 208
4.1.
ERRORS..............................................................................................
208
4.2. FEEDBACK, CORRECTING AND ASSESSING 209
5. CONCLUSIONS 212
6.
SUMMARY.................................................................................................
213
7. QUESTIONS FOR REFLECTION 213
8. REFERENCES 215
9. ANNOTATED BIBLIOGRAPHY 218
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| spelling | Errors in the second language classroom corrective feedback Juan de Dios Martínez Agudo (Ed.) Archidona Aljibe 2010 218 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Martinez Agudo, Juan de Dios Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020769882&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Errors in the second language classroom corrective feedback Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4018428-6 (DE-588)4143413-4 |
| title | Errors in the second language classroom corrective feedback |
| title_auth | Errors in the second language classroom corrective feedback |
| title_exact_search | Errors in the second language classroom corrective feedback |
| title_full | Errors in the second language classroom corrective feedback Juan de Dios Martínez Agudo (Ed.) |
| title_fullStr | Errors in the second language classroom corrective feedback Juan de Dios Martínez Agudo (Ed.) |
| title_full_unstemmed | Errors in the second language classroom corrective feedback Juan de Dios Martínez Agudo (Ed.) |
| title_short | Errors in the second language classroom |
| title_sort | errors in the second language classroom corrective feedback |
| title_sub | corrective feedback |
| topic | Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Fremdsprachenunterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020769882&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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