A Natural Approach to Second Language Acquisition and Learning

Terrell, Tracy D.

doi:10.2307/324551

Cited by 81 publications

(71 citation statements)

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“…What makes research into this area worthwhile for language pedagogy is the necessity of a relative match between the CF perceptions and preferences of students and teachers. Many studies have revealed the negative effects of a lack of such agreement on the process of language learning and teaching (Garrett & Shortall, 2002;Green, 1993;McCargar, 1993;Morris & Tarone, 2003;Noels, 2001;Noels, Clément, & Pelletier, 1999;Peacock, 2001;Reid, 1987;Terrell, 1977;Tse, 2000). According to Plonsky and Mills (2006) the mismatch between the views of the two groups may cause tension, demotivation, frustration, and other learning conditions which are detrimental to the goal of language learning.…”

Section: Introductionmentioning

confidence: 99%

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

Saeb

2017

Int. J. Appl. Linguist. Engl. Lit.

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Perceptions and perspectives about corrective feedback (CF) have recently attracted some attention in the CF literature. Few studies, however, have delved into students' and teachers' CF perceptions and preferences and compared them. This study is an attempt to explore Iranian EFL teachers' and students' perceptions and preferences for different amounts and types of oral corrective feedback. Two parallel questionnaires were used to gather quantitative and qualitative data from twenty eight teachers and eighty six of their students. Results revealed significant differences between teachers' and students' perceptions about the amounts and types of CF and also about different types of errors to be corrected. Contrary to their teachers, students in this study were found to be seeking large amounts of explicit corrective feedback provided by the teacher. As for the pedagogical implications, 'meta-correction' is suggested as a solution to the problem of conflicting CF perceptions of students and teachers and to improve and enhance error correction practices within Iranian EFL context.

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Section: Introductionmentioning

confidence: 99%

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

Saeb

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…Teaching (e.g., Hornby, 1950;Palmer, 1917), the Natural Approach (Terrell, 1977), and Total Physical Response (Asher, 1965 innovations (e.g., teachers never translate; only the target language is used in the classroom; the teacher is always a native speaker who is supposed to interact enthusiastically with learners) have long been in decline (see Brown, 2007). Along with direct and spontaneous use of the spoken language in L2 classrooms, the legacy of 1850s-1880s innovators includes a style of pronunciation teaching characterized by exposure, imitation, and mimicry.…”

Section: The First Wave Of Pronunciation Teaching: Precursors (1850s-mentioning

confidence: 99%

History of ESL Pronunciation Teaching

Murphy¹,

Baker²

2015

The Handbook of English Pronunciation

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“…As for the opinion of interrupting students' flow of speech, though Terrell (1977) and Krashen (1985) point out that correcting mistakes during the students' speech could make them nervous and that language is mainly responsible for transferring information, and being interrupted is not good for keeping the theme integral. Whereas Swain and Lapkin (1995) think that correcting students' errors could help them not only to avoid errors but also to prevent fossilization of them in their second language acquisition process.…”

Section: Previous Studiesmentioning

confidence: 99%

Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions

Huang¹,

Jia²

2016

IJEL

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The aim of this research was to find out similarities and differences between teacher and student perceptions of corrective feedback (CF) on pronunciation for students' presentations in advanced English class through a group interview and a questionnaire survey. Both teachers and students agreed that CF is not only important but necessary since junior and senior students still have pronunciation problems and the best time to provide CF is soon after presentation. However, they differed in concern about students' self-respect, the types of errors that should receive CF and preference for the types of CF. In particular, students' eagerness to learn exceeded their concern about self-respect. Teachers turned to offer CF to repeated errors, while students would like to receive more than teachers could offer. Moreover, teachers regarded prompt as being more effective, whereas students preferred recast to prompt considering the latter to be more demanding though they held similar views about explicit correction. It is suggested that taking into consideration both teachers' and students' perceptions of CF would help improve senior and junior students' pronunciation.

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A Natural Approach to Second Language Acquisition and Learning

Cited by 81 publications

References 0 publications

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

History of ESL Pronunciation Teaching

Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions

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