Rolin-Ianziti2010
Rolin-Ianziti2010 | |
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BibType | ARTICLE |
Key | Rolin-Ianziti2010 |
Author(s) | Jeanne Rolin-Ianziti |
Title | The organization of delayed second language correction |
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Tag(s) | EMCA, Language Learning, Correction, Classroom interactions |
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Year | 2010 |
Language | English |
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Journal | Language Teaching Research |
Volume | 14 |
Number | 2 |
Pages | 183–206 |
URL | Link |
DOI | 10.1177/1362168809353874 |
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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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