Difference between revisions of "Rolin-Ianziti2010"
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|Author(s)=Jeanne Rolin-Ianziti | |Author(s)=Jeanne Rolin-Ianziti | ||
|Title=The organization of delayed second language correction | |Title=The organization of delayed second language correction | ||
| − | |Tag(s)=EMCA; Language Learning; Correction; Classroom interactions; | + | |Tag(s)=EMCA; Language Learning; Correction; Classroom interactions; |
|Key=Rolin-Ianziti2010 | |Key=Rolin-Ianziti2010 | ||
|Year=2010 | |Year=2010 | ||
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|Volume=14 | |Volume=14 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=183–206 |
| − | | | + | |URL=https://journals.sagepub.com/doi/10.1177/1362168809353874 |
| + | |DOI=10.1177/1362168809353874 | ||
|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. | |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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Latest revision as of 02:34, 18 October 2019
| 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 | |
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.
Notes
