Rolin-Ianziti2010
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| 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 | |
| DOI | https://doi.org/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.
Notes
