Corrective Feedback in Relation to Errors, Learner Uptake and Repairs | A study in Three Taiwanese Senior High Classrooms

Hsiu-ching Hu

ISBN 10: 3639193172 / ISBN 13: 9783639193176

Published by VDM Verlag Dr. Müller, 2009

About this Item

Corrective Feedback in Relation to Errors, Learner Uptake and Repairs | A study in Three Taiwanese Senior High Classrooms | Hsiu-ching Hu | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639193176 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Seller Inventory # 101477880

Bibliographic Details

• Title: Corrective Feedback in Relation to Errors, Learner Uptake and Repairs | A study in Three Taiwanese Senior High Classrooms
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2009
• Language: English
• ISBN 10: 3639193172
• ISBN 13: 9783639193176
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 9D millimeters 220 millimeters width by 150 millimeters height by 9 millimeters depth
• Weight: 245 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

The study utilizes the model and categories developed and defined by some researchers to explore seven types of corrective feedback and their relationships to error types, learner uptake, and repairs in three Taiwanese senior high classes, in which both language form and communication are emphasized. Three teachers and their 126 sophomore students from a private middle school located in southern Taiwan participated in the present study. Data were collected from 22.5 hours of classroom observations and a semi-structured interview with teacher participants. Qualitative and quantitative methods, such as the descriptive analysis and Chi- square tests, were used to analyze the transcribed data. Based on the findings, the study concludes that the most frequent type of corrective feedback is not always the one leading to the most uptake and student-generated repairs. Teachers should use more negotiation moves and transfer in response to learner errors since these types can elicit more uptake and student-generated repairs.

About the Author

Born in 1984 in Taiwan, she graduated from National Chung Cheng University with the master degree of TESOL. Due to the great interests in English teaching, she has been a cram school teacher and a tutor for years. Now, she is teaching as an interim teacher in a senior high school.