Oral Corrective Feedback and Uptake in the Foreign Language Classroom: a Focus on Timing. Language, Literature and Language Teaching: English
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/92228
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Metadatos
Título
Oral Corrective Feedback and Uptake in the Foreign Language Classroom: a Focus on Timing. Language, Literature and Language Teaching: EnglishAutoría
Tutor/Supervisor; Universidad.Departamento
Salazar-Campillo, Patricia; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2020-11-23Editor
Universitat Jaume IResumen
The present master’s dissertation(Modality: 2) explores the issues of oral corrective feedback and timing in classroom interactions in secondary education and vocational studies. The research conducted ... [+]
The present master’s dissertation(Modality: 2) explores the issues of oral corrective feedback and timing in classroom interactions in secondary education and vocational studies. The research conducted in a Spanish secondary school encompassed 9 groups led by 2 teachers, observed for a total of 495 minutes of data collected. Results show that, 23 years after Lyster and Ranta’s(1997)seminal paper in whichrecastsare claimed to be ineffective at eliciting student-generated repair, teachers still use this type of implicit feedback predominantly. Regarding timing, teachers' tendency shows that they wait until learners finish their utterancesin order to provide feedback,avoiding interruption. Factors such as age and proficiency leveldid not prove to be determining when it comes to the type of timing and time lapse between error andprovisionof feedback. Instead, context-related factors (L1 usage, classroom management, and teachers’ and learners ‘attributes) play a crucial rolein the type of corrective feedback offeredand the provision of immediate timing. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | oral corrective feedback | timing | immediate feedback | second language acquisition | uptake | non-native English-speaking teachers
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2019/2020
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess
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