The Role of Corrective Feedback in Oral Production
Foreign language learners make several errors when it comes to instant oral production and one of the crucial qualities of a good teacher is to know when and how to correct them without distracting or discouraging learners from future oral production. The main objective of this master’s thesis is to...
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| Other Authors: | , |
| Format: | Master Thesis |
| Language: | English |
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L. Dorić
2018
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| Online Access: | https://dk.um.si/IzpisGradiva.php?id=71949 https://dk.um.si/Dokument.php?id=129307&dn= https://plus.si.cobiss.net/opac7/bib/24093192?lang=sl |
| Summary: | Foreign language learners make several errors when it comes to instant oral production and one of the crucial qualities of a good teacher is to know when and how to correct them without distracting or discouraging learners from future oral production. The main objective of this master’s thesis is to research different correction techniques and test them on primary school children. Another objective is to evaluate what kind of impact delayed and immediate feedback has on them. This paper is set as a case study based on eight primary school children, whom we thought and observed for a whole school year. All of them differ substantially in intelligibility, personality, learning styles and age. Moreover, as the second method of collecting data a structured interview was used. The main findings of this paper indicate that learners' view on error correction differs substantially from teachers’ beliefs. All learners want to be corrected by immediate feedback however, some prefer covert methods. They all appreciate a chance to correct themselves, rather than being given the correct answer immediately after they make a mistake. To our surprise, learners are not bothered by immediate feedback. More uptake is shown when they are corrected immediately than after some delay. They dislike delayed feedback, since they tend to forget the errors they made and the feedback seems irrelevant to them. Učenci tujih jezikov naredijo več napak, ko gre za takojšnjo ustno sporočanje. Ena od ključnih lastnosti dobrih učiteljev pa je, vedeti kdaj in kako jih popraviti, ne da bi odvrnili ali odvračali učence od bodočega ustnega sporočanja. Glavni cilj te magistrske naloge je raziskati različne načine popravljanja napak in jih preizkusiti na osnovnošolskih otrocih. Drugi cilj je, da ovrednotimo kakšen vpliv ima takojšnja povratna informacija in odložena povratna informacija na učence. Ta magistrska naloga je zastavljena kot študija primera, ki temelji na osmih osnovnošolskih otrocih, ki smo jih učili in opazovali celo šolsko leto. Vsi se bistveno razlikujejo v znanju, osebnosti, učnih stilih in starosti. Poleg tega je bil kot drugi način zbiranja podatkov uporabljen strukturiran razgovor. Glavne ugotovitve tega prispevka kažejo, da se stališče učencev o popravljanju napak bistveno razlikujejo od prepričanj učiteljev. Vsi učenci želijo takojšnje in sprotno popravljanje napak in večina se je boljše odzvala na prikrite metode popravljanja. Vsi želijo biti dani priložnost, da se popravijo sami, kot pa da jim učitelji samo podajo pravilno rešitev takoj, ko se zmotijo. Kljub našim prepričanje, učence ne zmoti takojšnja povratna informacija. Učenci so več znanja pokazali, ko dobijo priložnost, da se takoj popravijo, kot pa po določenem času. Ne marajo odloženih povratnih informacij, saj si težijo zapomnijo kje so storili napake. Obenem, se jim pri odloženi povratni informaciji, popravki ne zdijo več relevantni. |
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