Consciousness-Raising, Error Correction and Proofreading

Autor/in	O'Brien, Josephine
Titel	Consciousness-Raising, Error Correction and Proofreading
Quelle	In: Journal of the Scholarship of Teaching and Learning, 15 (2015) 3, S.85-103 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Consciousness Raising; Proofreading; Grammar; Error Correction; Translation; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; College Students; Teacher Education Programs; Writing (Composition); Pretests Posttests; Language Teachers; Writing Instruction; Writing Processes; Scores; Error Patterns; Statistical Analysis; United Arab Emirates + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Korrektur; Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Collegestudent; Schreibübung; Language teacher; Sprachunterricht; Schreibunterricht; Fehlertyp; Statistische Analyse; Vereinigte Arabische Emirate
Abstract	The paper discusses the impact of developing a consciousness-raising approach in error correction at the sentence level to improve students' proofreading ability. Learners of English in a foreign language environment often rely on translation as a composing tool and while this may act as a scaffold and provide some support, it frequently leads to predictable and persistent errors. Such fossilization can cause inaccuracies that detract from student composition and that require instruction and repeated practice in order to eradicate the errors. The current paper reports on an experiment in consciousness-raising about specific categories of errors with a group of 30 students in the Faculty of Education in Zayed University, Dubai during the spring semester 2014. Post-test results compared with those on a pre-test indicate a significant improvement in students' performance as a result of structured input (specially prepared grammar materials) and focused instruction (teaching that focuses on each specific grammar point identified as problematic). (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01