EFL Teachers’ Error-correction Strategies in Speaking Classes: A Study of Experienced and Novice Iraqi Teachers’ Perceptions
سال انتشار: 1399
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 359
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شناسه ملی سند علمی:
LLCSCONF07_058
تاریخ نمایه سازی: 18 اردیبهشت 1400
چکیده مقاله:
This study aimed at investigating teachers’ opinions about error correction. ۱۰۰ experienced and novice Iraqi EFL teachers (۵۰ of each group) participated in the survey and to this aim Fukuda’s (۲۰۰۴) questionnaire was administered to them. Participants were also interviewed about the frequency of giving and receiving verbal error correction, and time and types of spoken error correction. Then, the error-correction perceptions were analyzed. This was done by taking some issues into consideration, such as; the differences in using error-correction strategies based on experience level, their perception of error-correction, and the preferred strategies they would like to employ for correcting students in speaking classes. The results manifested that there was a difference between novice and experienced teachers in terms of their perception towards error correction. Furthermore, teachers preferred to correct implicit errors committed by students as the end of learners’ utterances. This study brought about some implications and suggestions for further researches
کلیدواژه ها:
نویسندگان
Marzieh Ebrahimi
Ferdowsi University of Mashhad, Iran
Atiyeh Kamyabi Gol
Ferdowsi University of Mashhad, Iran