Rolin-Ianziti2010

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Rolin-Ianziti2010
BibType ARTICLE
Key Rolin-Ianziti2010
Author(s) Jeanne Rolin-Ianziti
Title The organization of delayed second language correction
Editor(s)
Tag(s) EMCA, Language Learning, Correction, Classroom interactions
Publisher
Year 2010
Language English
City
Month
Journal Language Teaching Research
Volume 14
Number 2
Pages 183–206
URL Link
DOI 10.1177/1362168809353874
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

The present study uses a conversation analytic framework to examine the organization of a type of classroom talk: the delayed correction sequence. Such talk occurs when teacher and students interactively correct errors after the students have completed a communicative activity. This study investigates naturally occurring instances of correction accomplished by four teachers of introductory French and their students and uncovers two main approaches to delayed correction: (1) teacher-initiated correction, and (2) teacher-initiated student-correction. The detailed examination of delayed correction examples may be fruitful to training purposes by showing teachers the options they may enact in the language classroom.

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