Difference between revisions of "Wong2009"
AndreiKorbut (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Jean Wong; Hansun Zhang Waring |Title="Very Good" as a Teacher Response |Tag(s)=EMCA; ESL; classroom interaction |Key=Wong2009 |Year=200...") |
AndreiKorbut (talk | contribs) |
||
| Line 2: | Line 2: | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Jean Wong; Hansun Zhang Waring | |Author(s)=Jean Wong; Hansun Zhang Waring | ||
| − | |Title= | + | |Title=“Very good” as a teacher response |
|Tag(s)=EMCA; ESL; classroom interaction | |Tag(s)=EMCA; ESL; classroom interaction | ||
|Key=Wong2009 | |Key=Wong2009 | ||
| Line 10: | Line 10: | ||
|Number=3 | |Number=3 | ||
|Pages=195–203 | |Pages=195–203 | ||
| − | |URL= | + | |URL=https://academic.oup.com/eltj/article-abstract/63/3/195/408759 |
|DOI=10.1093/elt/ccn042 | |DOI=10.1093/elt/ccn042 | ||
|Abstract=Much scholarly and pedagogical attention has been devoted to corrective feedback. In this paper, we turn to positive feedback, and in particular, call for a reconsideration of teachers’ use of explicit positive assessments such as ‘very good’. Based on examples from an ESL classroom, we show that utterances such as ‘very good’ may have the potential of inhibiting learning opportunities within particular pedagogical contexts. We then broaden our discussion by offering a range of suggestions for managing the complexities of positive feedback in the language classroom. | |Abstract=Much scholarly and pedagogical attention has been devoted to corrective feedback. In this paper, we turn to positive feedback, and in particular, call for a reconsideration of teachers’ use of explicit positive assessments such as ‘very good’. Based on examples from an ESL classroom, we show that utterances such as ‘very good’ may have the potential of inhibiting learning opportunities within particular pedagogical contexts. We then broaden our discussion by offering a range of suggestions for managing the complexities of positive feedback in the language classroom. | ||
}} | }} | ||
Latest revision as of 02:08, 23 November 2019
| Wong2009 | |
|---|---|
| BibType | ARTICLE |
| Key | Wong2009 |
| Author(s) | Jean Wong, Hansun Zhang Waring |
| Title | “Very good” as a teacher response |
| Editor(s) | |
| Tag(s) | EMCA, ESL, classroom interaction |
| Publisher | |
| Year | 2009 |
| Language | |
| City | |
| Month | |
| Journal | ELT Journal |
| Volume | 63 |
| Number | 3 |
| Pages | 195–203 |
| URL | Link |
| DOI | 10.1093/elt/ccn042 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Much scholarly and pedagogical attention has been devoted to corrective feedback. In this paper, we turn to positive feedback, and in particular, call for a reconsideration of teachers’ use of explicit positive assessments such as ‘very good’. Based on examples from an ESL classroom, we show that utterances such as ‘very good’ may have the potential of inhibiting learning opportunities within particular pedagogical contexts. We then broaden our discussion by offering a range of suggestions for managing the complexities of positive feedback in the language classroom.
Notes
