Beliefs and practices: a case study on oral corrective feedback in the teaching Chinese as a foreign language (TCFL) classroom
Description
This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2012
Agent
- Author (aut): Dong, Zhixin
- Thesis advisor (ths): Spring, Madeline K.
- Committee member: West, Stephen
- Committee member: Oh, Young
- Publisher (pbl): Arizona State University