scholarly journals Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

2016 ◽  
Vol 6 (1) ◽  
pp. 159-181 ◽  
Author(s):  
Tingfeng Fu ◽  
Hossein Nassaji
Keyword(s):  
Foreign Language ◽  
Teacher Perception ◽  
Corrective Feedback ◽  
Coding System ◽  
Research Attention ◽  
Feedback Type ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Learner Uptake

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

scholarly journals Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia

2018 ◽  
Vol 8 (8) ◽  
pp. 906
Author(s):  
Mladen Marinac ◽  
Iva Barić
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Tertiary Level ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Language For Specific Purposes ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teachers Attitudes

The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners’ perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers’ attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.

scholarly journals Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors

2015 ◽  
Vol 7 (1) ◽  
pp. 197-226
Author(s):  
Julia Renner
Keyword(s):  
Foreign Language ◽  
Speech Rate ◽  
Corrective Feedback ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Oral Corrective Feedback ◽  
Feedback Strategies ◽  
East Asian Studies ◽  
Two Stages

Abstract This paper examines oral corrective feedback strategies in regard to pronunciation errors in a Chinese foreign language classroom. Traditional oral corrective feedback typologies (Lyster and Ranta 1997; Ellis and Sheen 2006; Sheen 2011) have been combined with Chinese pronunciation teaching methods and investigated in a case study conducted at the Department of East Asian Studies, University of Vienna. Two sessions of first year Chinese language laboratory classes were observed and recorded. The qualitative data analysis was carried out in two stages. First, traditional oral corrective feedback typologies were applied to the collected material in order to find out which types of corrective feedback were used (deductive analysis). The results revealed that corrective feedback on pronunciation errors are mostly given in an explicit manner. Therefore, as a second step, a differentiated typology of explicit correction was developed (inductive analysis). The main findings of this study are that pronunciation errors in a Chinese foreign language classroom are corrected explicitly and treated with methods of 1) explication, 2) comparison, and 3) reduction. The explicitness of these methods is further enhanced by 1) paralinguistic cues (stress, speech rate modification), 2) visualisations (gestures) and 3) additional verbalisation.

scholarly journals Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 485-511
Author(s):  
Shayna Katz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Online Data ◽  
Face To Face ◽  
Teacher Student ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Impact

As shown in previous studies, positive teacher and student rapport increases motivation and performance in foreign language learning. This study investigated the impact of three forms of interaction on the development of teacher-student and student-student relationships in a Spanish as a Foreign Language classroom that transitioned from face-to-face (FtoF) to online due to the emergence of the covid- 19 pandemic. These forms of interaction were positive comments, corrective feedback, and personal thematic discourse. The participants were students from six different beginner-level Spanish courses at a university in Hawai’i. Because of covid restrictions, half of the semester was conducted FtoF and half online. Data were collected through a three-part questionnaire with open and closed-ended questions which explored the impact of the online and FtoF setting and forms of interaction on rapport. The results reveal the importance of corrective feedback and positive comments on the development of positive teacher-student rapport, and of positive comments and personal thematic discourse on student-student rapport. The study suggests the need to bring qualities from the FtoF classroom to online, such as a sense of a more personal experience, ability to connect, ease in asking questions, receiving feedback, and greater interaction.

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