Where to Draw the Red line
Error Toleration of Native and Non‐Native EFL Faculty
Bibliographic Data
| ID | 8937166 |
|---|---|
| Authors | Graeme Porte (Universidad de Granada, corresponding author) |
| Year | 1999 |
| Volume | 32 |
| Issue | 4 |
| Pages | 426-434 |
| Publication date | 1999-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1999.tb00873.x |
| OpenAlex | W2013328500 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
The central purpose of the study reported here was to investigate professors' reactions to the academic writing of non‐native students. The object was to ascertain any statistically significant differences between the error‐gravity perceptions of native‐speaker (NS) and non‐native speaker (NNS) faculty, and what such findings might reveal about the respective error tolerance of these professors. Fourteen native and sixteen non‐native university professors were asked to respond to student errors based on a random selection of fifty‐four anonymous ungraded compositions written by students at Granada University. General comparison of the error grading between the two groups of subjects revealed small differences in the error toleration of native and non‐native faculty. While differences do exist in the perceived gravity of specific errors, it would appear that teachers in this study generally agreed in their judgments. Nevertheless, there was evidence that errors are not being perceived as seriously as one would have expected and the implications of this finding are discussed
First language · Grading (engineering · Linguistics · Mathematics education · Native american · Perception · Political science · Sociology · Toleration · Anthropology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Interpreting and Communication in Healthcare · Law · Philosophy · Psychology · Social Psychology
Interlocutor/Instructor Individual Differences in Cognition and Second Language Acquisition
Variable beliefs about the need for accuracy in the oral production of G erman
Teachers’ perceptions of error
Native-speakerism and non-native second language teachers
Non-native English-speaking English language teachers
Interlanguage
The Role of Classroom Context in the Revision Strategies of Student Writers
Writing instruction and the development of ESL writing skills
Native and Nonnative Reactions to ESL Compositions
Do English and ESL Faculties Rate Writing Samples Differently
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
Holistic Evaluation of ESL Compositions
| Citations per year | 0.25 |
|---|---|
| Citation span | 2006 - 2024 (19) |
| Highly cited | No |