Feedback to grammar mistakes in EFL classes: a case study

Rauber, Andréia Schurt; Gil, Gloria

doi:10.1590/S1984-63982004000100015

Abstracts

This article presents the analysis of feedback to grammatical mistakes in two English as a Foreign Language (EFL) classrooms and how learners view this kind of correction. The data are drawn from transcripts of audio-recordings of ten classes of two pre-intermediate groups, totaling 7.5 hours of observation in each group. The two groups were taught by the same teacher, and a questionnaire was given to the learners in order to investigate their feelings about the teacher's feedback procedure. The analysis was carried out through a sociocultural perspective and reveals that (1) explicit correction is the most frequent type of feedback to grammar mistakes, and (2) learners appreciate and consider the teacher's correction highly important for the development of their language skills.

Este artigo reporta a análise da correção de erros gramaticais de duas turmas de inglês como língua estrangeira (LE) e como os alunos avaliam esse tipo de correção. Os dados são provenientes de transcrições de dez aulas de dois grupos de alunos de nível pré-intermediário, totalizando 7,5 horas de observação em cada grupo. A mesma professora lecionava para os dois grupos analisados e através de um questionário respondido pelos alunos foi possível observar as suas crenças com relação aos procedimentos de correção. A análise foi feita sob uma perspectiva sócio-cultural e revela que (1) correção explícita de erros é o tipo de estratégia de correção mais freqüentemente utilizada, e (2) os alunos gostam de ser corrigidos e consideram a correção importantíssima para o desenvolvimento de suas habilidades lingüísticas.

Feedback to Grammar Mistakes in EFL Classes: A Case Study

Andréia Schurt Rauber; Gloria Gil

Universidade Federal de Santa Catarina

RESUMO

Este artigo reporta a análise da correção de erros gramaticais de duas turmas de inglês como língua estrangeira (LE) e como os alunos avaliam esse tipo de correção. Os dados são provenientes de transcrições de dez aulas de dois grupos de alunos de nível pré-intermediário, totalizando 7,5 horas de observação em cada grupo. A mesma professora lecionava para os dois grupos analisados e através de um questionário respondido pelos alunos foi possível observar as suas crenças com relação aos procedimentos de correção. A análise foi feita sob uma perspectiva sócio-cultural e revela que (1) correção explícita de erros é o tipo de estratégia de correção mais freqüentemente utilizada, e (2) os alunos gostam de ser corrigidos e consideram a correção importantíssima para o desenvolvimento de suas habilidades lingüísticas.

ABSTRACT

This article presents the analysis of feedback to grammatical mistakes in two English as a Foreign Language (EFL) classrooms and how learners view this kind of correction. The data are drawn from transcripts of audio-recordings of ten classes of two pre-intermediate groups, totaling 7.5 hours of observation in each group. The two groups were taught by the same teacher, and a questionnaire was given to the learners in order to investigate their feelings about the teacher's feedback procedure. The analysis was carried out through a sociocultural perspective and reveals that (1) explicit correction is the most frequent type of feedback to grammar mistakes, and (2) learners appreciate and consider the teacher's correction highly important for the development of their language skills.

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ADAIR-HAUCK, B.; DONATO, R.. Foreign language explanations within the zone of proximal development. Canadian Modern Language Review, v. 3, n. 50, p. 532-557, 1994.
ANTÓN, M. The discourse of the learner-centered classroom: sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, n. 83, p. 303-318, 1999.
CHAUDRON, C. A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, v. 1, n. 27, p. 29-46, 1976.
DONATO, R.; ADAIR-HAUCK, B. Discourse perspectives on formal instruction. Language Awareness, v. 2, n. 1, p. 73-89, 1992.
DONATO, R. Collective scaffolding in second language learning. In: LANTOLF, J.; APPEL, G. (Ed.). Vygostkian approaches to second language research Norwood, NJ: Ablex, 1994, p. 33-53.
ELLIS, R. Formal instruction and SLA. The Study of Second Language Acquisition, n. 14, p. 611-663, 1994.
HAMMOND, R. M. Foreign accent and phonetic interference: the application of linguistic research to the teaching of second language pronunciation. In: ECKMAN, R.; HIGHLAND, D.; LEE, P. W.; MILEHAM, J.; WEBER, R. R. (Ed.). Second language acquisition theory and pedagogy Mahwah, NJ: Lawrence Erlbaum, 1995, p. 293-303.
LYSTER, R. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, v. 2, n. 48, 183-218, 1998.
ROBERTS, M. A. Awareness and efficacy of error correction. In SCHMIDT, R (Ed.). Attention and awareness in foreign language learning Honolulu, Hawai'i: University of Hawai'i, 1995, p. 163-182.
SWAIN, M. Three functions of output in second language learning. In: COOK, G.; SEIDLHOFER, B. (Ed.). Principle & practice in applied linguistics: Studies in honor of H. G. Widdowson Oxford: Oxford University Press, 1995, p. 125-144.
TSUI, A .B. M. Classroom interaction Penguin English Applied Linguistics, 1995, 123p.
WOOD, D.; BRUNER, J. S.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100, 1976.

Publication Dates

Publication in this collection
23 May 2013
Date of issue
2004

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] ADAIR-HAUCK, B.; DONATO, R.. Foreign language explanations within the zone of proximal development. Canadian Modern Language Review, v. 3, n. 50, p. 532-557, 1994.

[2] ANTÓN, M. The discourse of the learner-centered classroom: sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, n. 83, p. 303-318, 1999.

[3] CHAUDRON, C. A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, v. 1, n. 27, p. 29-46, 1976.

[4] DONATO, R.; ADAIR-HAUCK, B. Discourse perspectives on formal instruction. Language Awareness, v. 2, n. 1, p. 73-89, 1992.

[5] DONATO, R. Collective scaffolding in second language learning. In: LANTOLF, J.; APPEL, G. (Ed.). Vygostkian approaches to second language research Norwood, NJ: Ablex, 1994, p. 33-53.

[6] ELLIS, R. Formal instruction and SLA. The Study of Second Language Acquisition, n. 14, p. 611-663, 1994.

[7] HAMMOND, R. M. Foreign accent and phonetic interference: the application of linguistic research to the teaching of second language pronunciation. In: ECKMAN, R.; HIGHLAND, D.; LEE, P. W.; MILEHAM, J.; WEBER, R. R. (Ed.). Second language acquisition theory and pedagogy Mahwah, NJ: Lawrence Erlbaum, 1995, p. 293-303.

[8] LYSTER, R. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, v. 2, n. 48, 183-218, 1998.

[9] ROBERTS, M. A. Awareness and efficacy of error correction. In SCHMIDT, R (Ed.). Attention and awareness in foreign language learning Honolulu, Hawai'i: University of Hawai'i, 1995, p. 163-182.

[10] SWAIN, M. Three functions of output in second language learning. In: COOK, G.; SEIDLHOFER, B. (Ed.). Principle & practice in applied linguistics: Studies in honor of H. G. Widdowson Oxford: Oxford University Press, 1995, p. 125-144.

[11] TSUI, A .B. M. Classroom interaction Penguin English Applied Linguistics, 1995, 123p.

[12] WOOD, D.; BRUNER, J. S.; ROSS, G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100, 1976.

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Feedback to grammar mistakes in EFL classes: a case study

Abstracts

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