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ERIC Number: ED386022
Record Type: RIE
Publication Date: 1991
Pages: 27
Abstractor: N/A
Corrective Feedback by Experienced Japanese EFL Teachers.
Kubota, Mikio
Institute for Research in Language Teaching Bulletin, v5 p1-25 1991
This study investigated English-as-a-Foreign-Language (EFL) teachers' patterns of verbal behavior concerning student errors, the relationship between error type and teacher treatment, and the effect of error treatment on subsequent student outcome. Subjects were students in seven EFL classes in Japanese high schools, taught by native Japanese speakers. Results show that: (1) the teachers ignored one-third of linguistic errors, repeated less than one-third of incorrect utterances of the students, and treated high-frequency errors often; (2) teachers used more explicit than implicit feedback; (3) other-correction predominated over self-correction; (4) phonological and morphosyntactic errors were likely to trigger a side explanation sequence than lexical errors; (5) both global and local errors resulted in a side sequence more frequently than a main sequence; and (6) reduced repetitions with emphasis on a key word, repetitions without change of error and explicit feedback were likely to result in success in modification of the student's previous utterance. Pedagogical implications are drawn. (MSE)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A