Vehkakoski2010

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Vehkakoski2010
BibType ARTICLE
Key Vehkakoski2010
Author(s) Tanja M. Vehkakoski
Title To correct or not correct the erroneous utterances of children: teacher-initiated organisation of repair in the L2 pre-primary education classroom
Editor(s)
Tag(s) EMCA, feedback, classroom interaction, pre-primary education, foreign language, conversation analysis
Publisher
Year 2010
Language English
City
Month
Journal European Early Childhood Education Research Journal
Volume 18
Number 2
Pages 125-138
URL
DOI https://doi.org/10.1080/13502931003784446
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

The research reported on a qualitative study of feedback given in one Finnish pre-primary education group which integrated English into the programme as a first foreign language. The study was based on the authentic video-recorded observations of actual pre-primary teaching sessions (N = 11 lessons). The findings suggested that the reactions of the teachers to child errors depended on the types of errors made by children. The study discussed the tension present in feedback giving when balancing between the aim of maintaining the early interest of children in language learning and the purpose of paying attention to correct ways of using the target language. The data were analysed by means of ethno-methodological conversation analysis.

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