Face values: the use of sensitive error correction to address adolescents' ‘face’ issues in the modern languages classroom

Crichton, Hazel; Templeton, Brian; Valdera, Francisco

doi:10.1080/09571736.2013.876090

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…In a study conducted by Crichton, Templeton, and Valdera (2014) on the concept of "face values" of students when error-correction is done in modern language classrooms, the aim was to narrow down the gap between students and teachers on an explicit pedagogical level. The researchers intended to investigate transparent sensitivity Scottish teachers employ while correcting errors so that students do not lose their credible face wants before their fellow mates; hence, they used implicit affective feedback and used strategies such metalinguistic cues, fuller reformulations, recasts to facilitate the correction process.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lyster and Ranta (1997) originally classified error-correction strategies in their study on Corrective Feedback and Learner Uptake that was then incorporated by Tedik (1998) in his investigation on error-correction and its pedagogical implications. This classification of error corrective-strategies was then repetitively used by Nassaji (2007), Carranza (2007), Coskun, (2010 , Crichton, Templeton, and Valdera (2014), Alamari and Fawzi (2016) and Ghani and Ahmad (2016) in their respective studies. For its valid and reliable executions in the previous authentic studies, this classification model would be used as an analytical tool to evaluate error-correction strategies used on grade 7 students; the model is as followed:…”

Section: Error Correction Strategiesmentioning

confidence: 99%

“…Students' preference on spoken error-correction in the middle/between/after their conversations The responses reflected that majority of the students are in the favour of error-correction after their conversation ends; however, in both the schools, excessive interruptions by the teachers were found while treating students' errors highlighting an apparent gap between students' preferences and teachers' practices. Crichton, Templeton, and Valdera (2014) highlighted the caution with which teachers should employ corrective techniques so that students do not lose their face values and confidence in the class.…”

Section: 9mentioning

confidence: 99%

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Teacher’s Implementation of Error-Correction Strategies in L2 Classroom

Shahid,

Kashif,

Ayyaz

et al. 2023

RAMSS

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This research aims to highlight the cruciality of error-correction phenomenon in l2 classroom setting by subjecting focus in exploring error-correction strategies amalgamated by teachers into their teaching methodology and its effect on L2 learners. It further encircles the following objectives: 1) to normalize errors for students, 2) to assert that linguistic errors require timed correction, 3) to bring awareness about student’s need and preferences in l2 learning, and lastly 4) to examine whether a perceptive gap of students and teachers exists regarding error-correction. A mixed-method research design inclining towards qualitive study approach, making it lean towards quasi-qualitative research design (QUAL+quan), has been selected; additionally, the population consists of entire L2 student body and teaching faculty of Punjab from which forty-four students and two teachers of grade seven from two private schools are sampled via convenience non-probability sampling for in-depth investigation. The tools include observational checklist to identify error-correction strategies, students' questionnaire survey quantified via Likert Scale and structured interview from the teachers to study their perspective. The research finds a strong perceptive gap between students’ needs and teachers’ practices along with a practice gap between teacher’s beliefs and her classroom practices with respect to method, frequency and time of correction due to which students’ linguistic performance and their perception towards errors has been severely impacted. Hence, the research recommends synthesis of diversified correction techniques tactfully by the teachers in their teaching methodologies to cater students' needs along with commencement of teacher-training programs and students’ feedback on classroom practices to enhance their learning.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Error Correction Strategiesmentioning

confidence: 99%

Section: 9mentioning

confidence: 99%

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