Feedback to Grammar Mistakes in EFL Classes: A Case Study

Andréia Schurt Rauber; Gloria Gil

Authors

Andréia Schurt Rauber UFSC ##default.groups.name.author##
Gloria Gil UFSC ##default.groups.name.author##

Abstract

This article presents the analysis of feedback to grammatical mistakes in two English as a Foreign Language (EFL) classrooms and how learners view this kind of correction. The data are drawn from transcripts of audio-recordings of ten classes of two pre-intermediate groups, totaling 7.5 hours of observation in each group. The two groups were taught by the same teacher, and a questionnaire was given to the learners in order to investigate their feelings about the teacher's feedback procedure. The analysis was carried out through a sociocultural perspective and reveals that (1) explicit correction is the most frequent type of feedback to grammar mistakes, and (2) learners appreciate and consider the teacher's correction highly important for the development of their language skills.

Downloads

Download data is not yet available.

References

ADAIR-HAUCK, B.; DONATO, R.. Foreign language explanations within the zone of proximal development. Canadian Modern Language Review, v. 3, n. 50, p. 532-557, 1994.

ANTÓN, M. The discourse of the learner-centered classroom: sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, n. 83, p. 303-318, 1999.

CHAUDRON, C. A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, v. 1, n. 27, p. 29-46, 1976.

DONATO, R.; ADAIR-HAUCK, B. Discourse perspectives on formal instruction. Language Awareness, v. 2, n. 1, p. 73-89, 1992.

DONATO, R. Collective scaffolding in second language learning. In: LANTOLF, J.; APPEL, G. (Ed.). Vygostkian approaches to second language research. Norwood, NJ: Ablex, 1994, p. 33-53.

ELLIS, R. Formal instruction and SLA. The Study of Second Language Acquisition, n. 14, p. 611-663, 1994.

HAMMOND, R. M. Foreign accent and phonetic interference: the application of linguistic research to the teaching of second language pronunciation. In: ECKMAN, R.; HIGHLAND, D.; LEE, P. W.; MILEHAM, J.; WEBER, R. R. (Ed.). Second language acquisition theory and pedagogy. Mahwah, NJ: Lawrence Erlbaum, 1995, p. 293-303.

LYSTER, R. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, v. 2, n. 48, 183-218, 1998.

ROBERTS, M. A. Awareness and efficacy of error correction. In SCHMIDT, R (Ed.). Attention and awareness in foreign language learning. Honolulu, Hawai'i: University of Hawai'i, 1995, p. 163-182.

SWAIN, M. Three functions of output in second language learning. In: COOK, G.; SEIDLHOFER, B. (Ed.). Principle & practice in applied linguistics: Studies in honor of H. G. Widdowson. Oxford: Oxford University Press, 1995, p. 125-144.

TSUI, A .B. M. Classroom interaction. Penguin English Applied Linguistics, 1995, 123p.

WOOD, D.; BRUNER, J. S.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100, 1976.