Student reflections following teacher correction of oral errors
Öğretmenin öğrencilerin sözlü hatalarını düzeltmesi ve öğrencilerin bu konudaki görüşleri
- Tez No: 89715
- Danışmanlar: DR. PATRİCİA N. SULLİVAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Dil öğretimi, Hata düzeltme, Sözlü anlatım, Yabancı dil öğretimi, Öğrenciler, Öğretmenler, İngilizce, Language teaching, Error correction, Oral narrative, Foreign language teaching, Students, Teachers, English
- Yıl: 1999
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
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Özet (Çeviri)
ABSTRACT Title : Student Reflections Following Teacher Oral Error Correction Author : Nazlı Dirim Thesis Chairperson : Dr. Necmi Akşit Bilkent University, MA TEFL Program Committee Member : Dr. Patricia N. Sullivan Dr. William E. Snyder Michele Rajotte Bilkent University, MA TEFL Program The teacher's correction techniques can determine how students approach language learning. In order to understand the effect of oral error correction on students, we should know how students feel. The purpose of this study was to investigate one teacher's correction of students' oral errors, the reflections of students on these corrections and the effect of the correction on their perceptions of their own language learning. This study was conducted in a spoken English class, Department of ELT, METU. To collect the data I videotaped four classroom sessions followed by an interview and a reflection session. Having completed the data collection process and transcribed all the recordings, I first analysed the classroom discourse in order to classify and group the correction types the teachers used by considering Chaudron's (1988) model to categorise the data. Secondly, to choose the informants for the interview and reflection session, I reanalysed the transcriptions of the classroom recordings, and selected as informants those students who were corrected more than the other students. In the interview session the informants answered questions, andafterwards viewed the classroom video-recording and reflected on the portions during they were corrected. Having completed the interview and reflection sessions and transcribed the discourse, the data were analysed and grouped in light of the research questions. The results showed that the teacher used six of Chaudron's correction types: Interrupt, Delay, Repetition with Change, Prompt, Loop, Ignore. The results also indicated that the most common form of correction was to interrupt the student and provide the correct form of the utterance. The results of the reflection session revealed that the students believed in the importance of error correction and would prefer being corrected even though they sometimes felt embarrassed and uncomfortable when corrected.
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