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Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences

机译:第二语言写作中的错误纠正:老师的信念,习惯和学生的偏爱

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摘要

Error correction is perhaps the most widely used method for responding to student writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research incorporating teachers' beliefs, practices, and students' preferences in written error correction. The current study adopted features of an ethnographic research design in order to explore the beliefs and practices of ESL teachers, and investigate the preferences of L2 students regarding written error correction in the context of a language institute situated in the Brisbane metropolitan district. In this study, two ESL teachers and two groups of adult intermediate L2 students were interviewed and observed. The beliefs and practices of the teachers were elicited through interviews and classroom observations. The preferences of L2 students were elicited through focus group interviews. Responses of the participants were encoded and analysed. Results of the teacher interviews showed that teachers believe that providing written error correction has advantages and disadvantages. Teachers believe that providing written error correction helps students improve their proof-reading skills in order to revise their writing more efficiently. However, results also indicate that providing written error correction is very time consuming. Furthermore, teachers prefer to provide explicit written feedback strategies during the early stages of the language course, and move to a more implicit strategy of providing written error correction in order to facilitate language learning. On the other hand, results of the focus group interviews suggest that students regard their teachers' practice of written error correction as important in helping them locate their errors and revise their writing. However, students also feel that the process of providing written error correction is time consuming. Nevertheless, students want and expect their teachers to provide written feedback because they believe that the benefits they gain from receiving feedback on their writing outweigh the apparent disadvantages of their teachers' written error correction strategies.
机译:纠错可能是响应学生写作的最广泛使用的方法。尽管各种研究已经研究了提供纠错的有效性,但是在书面纠错中结合教师的信念,实践和学生偏好的研究相对较少。当前的研究采用了人种学研究设计的功能,目的是探索ESL教师的信念和实践,并在位于布里斯班市区的语言学院的背景下调查L2学生在书面纠错方面的偏好。在这项研究中,采访和观察了两名ESL老师和两组成人中级L2学生。教师的信念和实践是通过访谈和课堂观察得出的。二年级学生的偏爱是通过焦点小组访谈得出的。参与者的反应进行了编码和分析。老师访谈的结果表明,老师认为提供书面错误纠正有其优点和缺点。教师认为,提供书面错误更正有助于学生提高校对技巧,从而更有效地修改写作。但是,结果还表明提供书面的错误纠正非常耗时。此外,教师更喜欢在语言课程的早期阶段提供明确的书面反馈策略,并转向提供书面错误纠正的更隐性策略,以促进语言学习。另一方面,焦点小组访谈的结果表明,学生认为老师的书面错误更正实践对于帮助他们找到错误和修改写作很重要。但是,学生们还认为提供书面纠错的过程非常耗时。但是,学生希望并期望他们的老师提供书面反馈,因为他们认为,从他们的书面反馈中获得的收益要大于他们的教师书面纠错策略的明显弊端。

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