Teachers' Perceptions about Oral Corrective Feedback and Their Practice in EFL Classrooms (Percepciones de los docentes acerca de la retroalimentación correctiva y su práctica en las aulas de inglés como lengua extranjera)

Autor/inn/en	Hernández Méndez, Edith; Reyes Cruz, María del Rosario
Titel	Teachers' Perceptions about Oral Corrective Feedback and Their Practice in EFL Classrooms (Percepciones de los docentes acerca de la retroalimentación correctiva y su práctica en las aulas de inglés como lengua extranjera)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 14 (2012) 2, S.63-75 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Language Teachers; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Error Correction; Feedback (Response); Student Attitudes; Oral Language; Foreign Countries; Semi Structured Interviews; Questionnaires; College Faculty; College Students; Teacher Attitudes; Cues; Metalinguistics; Nonverbal Communication; Role; Preferences; Mexico + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; Schülerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Fragebogen; Fakultät; Collegestudent; Lehrerverhalten; Stichwort; Metalanguage; Metasprache; Non-verbal communication; Nonverbale Kommunikation; Rollen; Mexiko
Abstract	Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback and its actual practice in their classrooms. A semi-structured interview and a questionnaire were used to collect the data. The results show that teachers in general have a positive perception of oral corrective feedback. However, some consider it as optional because instructors are very concerned with students' feelings and emotions. Unfocused oral corrective feedback and implicit strategies are predominant in practice. Corrective feedback provided by the instructor is preferred to that provided by peers. Self-correction is the least popular. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01