WEKO3
アイテム
An exploratory study into oral corrective feedback in a teenage EFL classroom setting
http://hdl.handle.net/10295/0002001525
http://hdl.handle.net/10295/00020015254aa7232f-bc0b-4500-b544-cc7765704ad2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ake66(30).pdf (281 KB)
|
|
| Item type | デフォルトアイテムタイプ（フル）(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-05-27 | |||||||
| タイトル | ||||||||
| タイトル | An exploratory study into oral corrective feedback in a teenage EFL classroom setting | |||||||
| 言語 | en | |||||||
| 作成者 |
SPIVEY, Martin
× SPIVEY, Martin
|
|||||||
| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | EFL | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | oral corrective feedback | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | pedagogy | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | student errors | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | teenage learners | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Oral corrective feedback (OCF) is a common feature of the foreign language classroom and consequently there is a rich body of research into the role it plays in second language pedagogy (Brown, 2016; Li, 2010; Lyster & Ranta, 1997). The purpose of this exploratory study is to examine how OCF is administered between the different participants in a small English communication class of elementary-level Japanese junior high school students. The study investigates the different types of OCF that are produced, as well as when and for what reasons student errors are ignored. A small group lesson is observed and a modified observation tally scheme is utilized to collect data. The results show that while a variety of OCF was given during the lesson, recasts comprised almost half the total frequency. Additionally, it was discovered that no OCF was provided for just over 50% of errors made. Irrespective of the study limitations, it raises important questions about the efficacy of OCF in the English as a Foreign Language (EFL) classroom environment and how language instructors might modify their pedagogical approach to facilitate more student-led OCF. The paper concludes with suggestions for future research that can expand on the study. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | Akita Association of English Studies | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | journal article | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | EISSN | |||||||
| 収録物識別子 | 2759-5234 | |||||||
| 書誌情報 |
en : Akita English Studies (Akita eigo eibungaku) ja : 秋田英語英文学 巻 66, p. 30-43, 発行日 2025-03-31 |
|||||||
