The role of error correction in communicative second language teaching

Botha, H. Ludolph

doi:10.5785/3-2-472

Cited by 4 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…From this perspective, language learners construct a mental model of a language system, based not on habit formation but rather on innate cognitive knowledge in interaction with comprehensible, meaningful language (see, e.g., Chomsky, 1986). Errors are seen in a new light not as bad habits to be avoided but as natural by-products of a creative learning process that involves rule simplification, generalization, transfer, and other cognitive strategies (see (Chaudron, 1986) Learners' output (i.e., what they say or write) is beneficial principally to the extent that it helps make input (i.e., what they hear or read) more comprehensible or salient so that the learners can construct their own cognitive models of the language.…”

Section: Cognitive Approachesmentioning

confidence: 99%

The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers

Reza Fadhilah,

Andriyanti,

Ramadana Putera

2023

IJEDL

View full text Add to dashboard Cite

This study aims to measure the extent of the Kahoot! Effectiveness in improving the professional competence of English teachers in terms of memorizing vocabulary. The study was conducted in the teacher working group (KKG or MGMP) by taking 30 English teachers at random. The system that will be carried out is by control and experiment class then compares the scores both of them. In addition, an in-depth exploration (mix method) was conducted by interviewing the teacher whether the Kahoot! may be used in the next forum. The results of the study showed that control group only could memorize 5,33 in average however experiment class got 8,6 in average so it means that there is 33% distinction between both of them. Then, this result is strengthened by calculation on Wilcoxon Signed Rank that showed that the sig value 0,002 is greater than 0.05 so it also means like aforementioned. Kahoot app! found it very helpful in memorizing vocabulary because of its flexibility that it can be accessed from anywhere (e-class) but there are still many senior teachers, who are technology savvy, cannot access kahoot! especially if it will be implemented in the KKG or MGMP of English teachers.

show abstract

Section: Cognitive Approachesmentioning

confidence: 99%

The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers

Reza Fadhilah,

Andriyanti,

Ramadana Putera

2023

IJEDL

View full text Add to dashboard Cite

show abstract

“…Working in pairs and using peer-correction strategies is an effective option to enhance speaking students' skills since it is a social constructive activity and helps students become autonomous, analytical, and critical (Ramírez & Guillén, 2018). The use of peer-correction strategies might improve EFL learners' speaking skills by reducing anxiety when it is their friends who correct their errors rather than their teacher (Botha, 1987;Gudu, 2015). Therefore, the aim of the study is to find out advantages and disadvantages of the use of peer-correction strategies for learners from a basic level A1 course at one educational institute in Mexico.…”

Section: Problem Statementmentioning

confidence: 99%

“…Since peer correcting is basically needed for speaking performance, the use of peer-correction strategies might improve EFL learners' speaking skills. Learners may reduce anxiety when it is their friends who correct their errors rather than their teacher (Botha, 1987;Gudu, 2015).…”

Section: Introductionmentioning

confidence: 99%

Peer-correction as a Strategy to Improve Teenagers’ Speaking Skills in Foreign Language Learning

López

Martinez

Trejo

2022

cpue

View full text Add to dashboard Cite

Recently, educators have faced significant changes in the classroom. Teachers are seen as mediators between students and educational environments, while students play an active role in their learning process. This study on the use of peer correction strategies consists of students giving and receiving feedback on the mistakes made when speaking English in class. These strategies can be implemented in the classroom to improve their autonomy, interaction and participation. In this qualitative study, classroom observations and a focus group were carried out. Eight adolescent students from an educational institute in Mexico participated. The results show aspects related to the way in which students apply these strategies in their learning process and how they feel about it. Most expressed feeling in a comfortable environment when applying peer correction strategies in the classroom. La corrección en pares como estrategia para mejorar producción oral de los adolescentes en el aprendizaje de lenguas extranjeras Resumen Recientemente, los educadores han enfrentado cambios significativos en el aula. Los docentes son vistos como mediadores entre los estudiantes y los entornos educativos, mientras que los alumnos desempeñan un papel activo en su proceso de aprendizaje. Este estudio explora el uso de estrategias de corrección por pares, consistentes en que los estudiantes den y reciban retroalimentación sobre los errores cometidos al hablar inglés en clase. Estas estrategias se puede implementar en el aula para mejorar su autonomía, interacción y participación. En este estudio cualitativo se llevaron a cabo observaciones en el aula y un grupo focal. Participaron ocho estudiantes adolescentes de un instituto educativo en México. Los resultados muestran aspectos relacionados con la forma en que los alumnos aplican estas estrategias en su proceso de aprendizaje y cómo se sienten al respecto. La mayoría expresó sentirse en un ambiente cómodo al aplicar estrategias de corrección entre pares en el aula.

show abstract

“…Su importancia es tal que ha generado una extensa literatura especializada (Pawlak, 2014), con un énfasis muy especial sobre su grado de eficacia, es decir, cuán resolutivas son las técnicas de corrección (Żytowicz, 2008;Mackey et al, 2016;Nassaji, 2016). En este sentido, la dificultad de la adecuación de las técnicas de corrección a los errores de un aprendiente cualquiera aumenta exponencialmente en situaciones de comunicación oral (Botha, 1987;Dekeyser, 1993;Truscott, 1999). El profesor debe decidir, sin apenas tiempo, qué tipo de técnica de corrección debe poner en práctica e, igualmente, cuál es el objetivo que persigue con ello.…”

Section: Técnicas De Corrección De Errores En Producción Oralunclassified

Enseñanza de idiomas: objetivos y técnicas de corrección en producción oral

Chichón

2019

educ.humanismo

View full text Add to dashboard Cite

Objetivo El objetivo era analizar la relación entre las técnicas de corrección explícitas/implícitas para errores orales en dirección productiva y los objetivos docentes de forma y significado en contextos de enseñanza de idiomas y Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE), Metodología desarrollada La metodología se articuló a partir de la recogida de datos en forma de errores orales (N=147) y las pertinentes intervenciones correctivas docentes. Para ello, se observaron clases de idiomas y AICLE (N=36) en un colegio privado de Madrid (España) en los seis cursos de Educación Primaria, Resultados Los resultados revelaron una preferencia generalizada entre ambos grupos de profesores a favor de técnicas de corrección explícitas cuyo objetivo era la forma de la lengua meta. Sin embargo, los profesores AICLE optaron también por intervenir sobre el significado cuando empleaban técnicas de corrección implícitas, Conclusiones y discusiones La conclusión principal giró en torno a la aplicación generalizada de técnicas de corrección explícitas, junto a la forma de la lengua meta como primer objetivo docente. Si bien, el enfoque AICLE también contempla la opción inversa. Esta situación puede extrapolarse al aula de idiomas mediante la aplicación contextualizada de usos lingüísticos con fines auténticamente adquisitivos.

show abstract

The role of error correction in communicative second language teaching

Cited by 4 publications

References 5 publications

The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers

The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers

Peer-correction as a Strategy to Improve Teenagers’ Speaking Skills in Foreign Language Learning

Enseñanza de idiomas: objetivos y técnicas de corrección en producción oral

Contact Info

Product

Resources

About