Teaching Pedagogical Grammar in English Language Teacher Education

Hardacre, Bahiyyih; Snow, Marguerite Ann

doi:10.5040/9781350084650.0010

Cited by 3 publications

(4 citation statements)

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“…For Keshavarz (2012), errors are systematic, rulegoverned, and caused by the learner's insufficient knowledge of the rules of the target language, while mistakes are random deviations from rules and therefore do not appear to be systematic. Harmer (2018) clarified that learners make errors when they either do not know something well or are affected by developmental or interference factors.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

Assaf

2023

Edu

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Objectives: This study investigates the adjective-related errors that Jordanian EFL students make in their speech and writing. Methods: Based on the researcher's observation record of his students' spoken and written assignments from the eighth to twelfth grades, the researcher compiled a list of adjective-related errors that were common among his students. To find out whether such errors were generalizable nationwide, 252 English language teachers, who were randomly selected, completed a five-point Likert-scale questionnaire by marking how often their students committed each adjective-related error. Results: The study showed that there were seven adjective-related errors commonly made by students, and such errors can be generalizable nationwide. The most common error was the use of adjectives with wrong prepositions. Among the potential sources of the seven errors were first language interference, failure to apply the rule completely, and intralingual overgeneralization of the rule. Conclusions: One the areas that requires special attention by Jordanian students is the use of adjectives. Assisting students to identify the causes of the adjective-related errors and laying more emphasis on using adjectives in meaningful contexts are instrumental in dealing with such linguistic errors.

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Section: Introductionmentioning

confidence: 99%

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

Assaf

2023

Edu

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“…Similarly, Junqueira & Kim (2013) concluded from their research that teachers' prior experiences, as students, prejudiced their beliefs as well as classroom activities on corrective feedback. Research works that focused on the positive and potential negative effects of corrective feedback include those of Harmer (2012), Brookhart (2008), Hattie & Timperly (2007), Gebhard (2006), Lyster &Ranta (1997), andLightbrown &Spada (1999) just to mention a few. On the affirmative view, corrective feedback on students' language errors could assist the learners' learning growth such that it could give them knowledge of what is accepted and unaccepted in the scope of the jurisdiction (Gebhard, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…On the affirmative view, corrective feedback on students' language errors could assist the learners' learning growth such that it could give them knowledge of what is accepted and unaccepted in the scope of the jurisdiction (Gebhard, 2006). In Harmer (2012), corrective feedback was perceived as averting the fossilization of errors, since errors that go uncorrected develop into internalized parts of students' learning. Such a situation obstructs students from proficiency as their stock of learned materials becomes mixed with flawed representations.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Oral Corrective Feedback on Employees’ Performance in Ghana

AFRIYIE,

OWUSU (PhD),

SENYAH

et al. 2022

strategicjournals.com

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Oral corrective feedback (OCF) is usually provided on the verbal communication of speech participants. This type of feedback is mostly used in second language teaching and learning. However, outside the classroom context, OCF is not pronounced. So, this paper assesses the effect that oral corrective feedback has on employees' performance at BeckyHays Tailoring Shop, Kumasi, Ghana. Utilizing the purposive sampling technique, six (6) apprentices were studied through observation and interview. The study results indicated that corrective feedback, specifically OCF, can be instrumental in improving employees' performance. Also, it was realised that oral corrective feedback could sharpen apprentices' observational skills. Finally, the study revealed that OCF could provide a fertile ground for peer-teaching, which is geared towards performance improvement. The paper recommended that OCF strategies of directive remarks, recommendations, and model imitation should be reinforced in the informal and non-formal contexts in Ghana, owing to their ability to affect employees' performance positively.

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“…Borg (2009) and Borg and Sanchez (2020) take up the issue of teacher cognition again, while Griffiths (2012) focuses on the teacher and concludes ‘teachers are individuals with their own desires, families, preferences, needs, individual differences, beliefs, and characteristics’ (p. 475). Harmer (2012) deals with essential teacher knowledge and Barkhuizen (2017) devotes a book to a collection of chapters on teacher identity. Mercer and Kostoulas (2018) discuss topics related to teacher psychology and Gkonou, Dewaele, and King (2020) compare teacher emotions to a ride on a rollercoaster.…”

Section: Introductionmentioning

confidence: 99%

What about the teacher?

Griffiths

2021

Lang. Teach.

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Given that I have been a teacher of one kind or another for practically all of my working life, starting as a high school English teacher before moving into TESOL (teaching English to speakers of other languages), I would like to suggest (in all modesty, of course!) that I am in a good position to understand the stresses of the job. In this position paper, I would like to try to explain the background to the issues of teacher stress, to identify contemporary problem areas, to suggest some possible ways to address the problems, and also to explain why tackling teacher stress is so important – both for teachers themselves, and also for the other stakeholders, especially the learners. Although this article draws essentially on the experience of language teachers and related literature, many of the issues described could apply to teachers of any subject at any level anywhere, a point that will be taken up again when suggesting areas for further research.

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Teaching Pedagogical Grammar in English Language Teacher Education

Cited by 3 publications

References 0 publications

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

An Analysis of Adjective-Related Errors Made by Jordanian EFL Students

The Influence of Oral Corrective Feedback on Employees’ Performance in Ghana

What about the teacher?

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