Teaching Experience and Views of Pronunciation Formative Assessment
Dados Bibliográficos
| ID | 21838751 |
|---|---|
| Autores | Hassan Qutub (King Abdulaziz University, autor correspondente) |
| Ano | 2021 |
| Volume | 13 |
| Fascículo | 5 |
| Páginas | 160 |
| Data de publicação | 2021-09-24 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Linguistics (JOURNAL) |
| Identificadores do periódico | ISSN: 1948-5425 • E-ISSN: 1948-5425 |
| Editora | Macrothink Institute, Inc. (PUBLISHER) |
| DOI | 10.5296/ijl.v13i5.19144 |
| OpenAlex | W3212229605 |
| Idioma | EN |
| Referências citadas | 26 |
The current study aimed at investigating the differences between novice and expert Arab EFL teachers in their views of providing pronunciation corrective feedback to their students. Four teachers were recruited for the study. Two novice teachers and two experienced teachers. Both groups of teachers were interviewed about their views of providing pronunciation corrective feedback. Interview data analysis revealed the existence of six major differences between novice and experienced teachers in their views of pronunciation corrective feedback. These differences included timing, frequency, considering students’ proficiency level, considering the skill being taught, focus on form and/or meaning, and the range of pronunciation corrective feedback techniques used. Further suggestions included incorporating a pronunciation corrective feedback component in teacher development as well as professional training programs
Corrective Feedback · Formative assessment · Linguistics · Mathematics education · Pronunciation · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology
What is Qualitative Interviewing?
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Oral Feedback in Classroom Sla
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
Corrective Feedback and Teacher Development
Corrective feedback and learner uptake in communicative classrooms across instructional settings
The effect of different types of corrective feedback on ESL student writing
Assessment and Classroom Learning
The Role of Consciousness in Second Language Learning1
Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development
An investigation of English pronunciation teaching in Ireland
Initial knowledge states about assessment
Teacher cognition in corrective feedback in Japan
The short-term effects of individual corrective feedback on L2 pronunciation
The effects of accent familiarity and language teaching experience on raters' judgments of non-native speech
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback
Meanings and Consequences
Investigating the Pedagogical Potential of Recasts for L2 Vowel Acquisition
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
Using thematic analysis in psychology
Corrective Feedback and Learner Uptake
The Effectiveness of Corrective Feedback in SLA
Recasts as Feedback to Language Learners
Learner Uptake in Communicative ESL Lessons
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |