Feedback to grammar mistakes in EFL classes: a case study

Rauber, Andréia Schurt; Gil, Gloria

doi:10.1590/s1984-63982004000100015

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Hammond (1995, as cited in Rauber & Gil, 2004) pointed out that with the decline of the audio lingual method in the 1960s and 1970s and the popularity of communicative language teaching since then, less attention was given to the production of accurate output by EFL learners. The focus in EFL classes shifted, in the 1970s, to the ability to communicate, and form was believed to be acquired through learners' constant exposure to comprehensible input.…”

Section: The Role Of Interaction Corrective Feedback and Noticing Inmentioning

confidence: 99%

Reexamining the Role of Implicit and Explicit Focus on Form: Iranian EFL Context

Afshari

Oroujlou²

2012

IJL

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One of the most controversial questions raised by classroom second language acquisition (SLA) researchers is whether and how to include grammar in second language (L2) classrooms. Focus on form (FonF) was proposed as an alternative for the two polarized views, i.e., focus on formS and focus on meaning. It has been claimed that FonF is the most effective way of drawing learners' attention to language forms in the context of meaning-centered language use; however, there is no consensus as to the degree to which it should be explicit. To this end, this paper tried to investigate the role of FonF instruction in Iranian EFL context in general and the role of implicit and explicit FonF techniques on their linguistic accuracy in particular. 45 EFL learners were randomly assigned to two experimental and one control group. The instruction, using dictogloss, was introduced and lasted for three weeks. Then the participants from the three groups took three posttests including structured interview, multiple choice, and grammaticality judgment. The findings indicated that the experimental groups 1 and 2 receiving FonF instruction outperformed the control group. Further analysis of the scores of the participants in the experimental groups demonstrated the outperformance of the experimental group receiving implicit FonF technique through clarification request and recast compared to the experimental group receiving post task explicit FonF.

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Section: The Role Of Interaction Corrective Feedback and Noticing Inmentioning

confidence: 99%

Reexamining the Role of Implicit and Explicit Focus on Form: Iranian EFL Context

Afshari

Oroujlou²

2012

IJL

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“…Explicit spelling instruction: Providing students with explicit instruction on spelling rules, patterns, and strategies can enhance their spelling competence Cañado, M. (2006). A study by Rauber & Gil (2004) highlights the benefits of explicit instruction in English spelling. The research, which involved a pre-test, post-test, and delayed post-test control group design, demonstrated that drawing students' conscious attention to various spelling dimensions significantly improved their performance.…”

Section: Language-specific Challengesmentioning

confidence: 99%

The Impact of Adopting an Eclectic Spelling Program on Minimizing KAU Engineering Students’ Spelling Mistakes

Oraby,

Mahmoud

2023

LET

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Competence in a certain language including correct spelling is very crucial for successful communication. Spelling mistakes may convey a totally different message and cause disastrous consequences. This study investigates the frequency of spelling mistakes in the writing of preparatory year engineering students at King AbdulAziz University. The researchers prepared three main questions related to reasons behind spelling mistakes, suggested solutions and the impact of an eclectic training program on students’ ability to minimize their spelling mistakes. They interviewed five instructors and five students and made the students write five essays about topics related to their IE200 course after receiving a training course. The findings of the study revealed determination and seriousness on the part of instructors and students to eliminate this dilemma. This was very clear in their diagnoses of the problem and their suggestions for minimizing the spelling mistakes. The study recommended giving more attention to spelling mistakes and doing more research with a bigger sample and over a longer time.

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“…While some researches use the label negative feedback to indicate this grammar option (ELLIS, 1995;ELLIS, 1998ELLIS, , 1999LONG, 1977;LONG, INAGAKI and ORTEGA, 1998), others prefer the term corrective feedback (NASSAJI and SWAIN, 2000;LYSTER and RANTA, 1997). Also, some recent researches have been using just feedback (RAUBER and GIL, 2004;CUNHA and LIMA, 2002;KOWAL and SWAIN 1994). The first term could…”

Section: Negative Feedbackmentioning

confidence: 99%

How grammar can be best taught

Leão

2012

DomLin

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In the field of language teaching, especially in second language teaching, teachers and researchers are constantly concerned with the most efficient ways to provide knowledge to learners leading to acquisition. This article aims to reflect form-focused instructional options regarding grammar teaching, in light of the computational model for second language acquisition, and discuss if there is a best way to teach grammar and what it is. For that, firstly, the instructional possibilities are presented, in their macro and micro-options. Secondly, discussions on whether we should select an option or not and on whether we could balance different options throughout a lesson are carried. Finally, sample material is provided in order to present possible ways to conduct a grammar lesson. Keywords: Computational model; form-focused instruction; instructional options; pedagogical grammar. RESUMONo campo do ensino de línguas, e em especial no ensino de segunda língua, professores e pesquisadores demonstram constante preocupação com o uso de meios mais eficientes para prover aos aprendizes conhecimento que culminem em aquisição. Os objetivos desse artigo são analisar opções de instrução focada na forma, no que se refere ao ensino de gramática, à luz do modelo computacional de aquisição de segunda língua; e discutir a existência de uma melhor maneira de ensinar gramática e qual seria. Para tal, primeiramente, as possibilidades de instrução são apresentadas, em seus macro e micro desdobramentos. Em seguida, discussões sobre a necessidade de selecionar opções e a possibilidade de combiná-las são conduzidas. Finalmente, um material demonstrativo é fornecido a fim de apresentar maneiras possíveis de se conduzir uma lição de gramática. Palavras-chave: Modelo computacional; instrução focada na forma; opções instrucionais; gramática pedagógica.

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Feedback to grammar mistakes in EFL classes: a case study

Cited by 4 publications

References 5 publications

Reexamining the Role of Implicit and Explicit Focus on Form: Iranian EFL Context

Reexamining the Role of Implicit and Explicit Focus on Form: Iranian EFL Context

The Impact of Adopting an Eclectic Spelling Program on Minimizing KAU Engineering Students’ Spelling Mistakes

How grammar can be best taught

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