Beliefs about oral corrective feedback in an Argentinean EFL university classroom

Adelina Sánchez Centeno, Silvana Yanina Ponce
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引用次数: 3

Abstract

Beliefs about oral corrective feedback (OCF) are essential components in the EFL classroom, especially when learning the speaking skill since teachers have to strike a delicate balance between the provision of OCF without negatively affecting students’ emotions. During the last years, many scholars have devoted great attention to the influence of affective factors in the learning of foreign languages. Among these factors, beliefs held by teachers and students have proved to impact significantly on the processes of teaching and learning a foreign language. The aims of this paper are: to describe the beliefs held by an Argentinian EFL teacher about OCF and to describe how her beliefs might shape this teacher’s classroom practices regarding the provision of OCF at a specific context. A qualitative approach was adopted, and data was collected by means of videotaped classroom observations, teacher stimulated recall interviews and a semi-structured teacher interview. The results showed that the teacher’s beliefs and her classroom actions were not always congruent, especially when she was faced with an ambiguous situation. In the end, the beliefs that had stronger connections to emotions were the ones enacted in her classroom practices.
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阿根廷大学英语课堂对口头纠正反馈的看法
口语矫正反馈(OCF)是英语课堂的重要组成部分,尤其是在学习口语技能时,因为教师必须在提供OCF与不给学生情绪带来负面影响之间取得微妙的平衡。近年来,许多学者都非常关注情感因素对外语学习的影响。在这些因素中,教师和学生持有的信念已被证明对教学和学习外语的过程有重大影响。本文的目的是:描述一位阿根廷英语教师对OCF的信念,并描述她的信念如何影响这位教师在特定情境下提供OCF的课堂实践。本研究采用定性研究方法,通过录像课堂观察、教师刺激回忆访谈和半结构化教师访谈等方式收集数据。结果表明,教师的信念与课堂行为并不总是一致的,尤其是在面对模棱两可的情况时。最后,与情感有更强联系的信念是在她的课堂实践中实施的。
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