Exploring the Relationship Between Training, Beliefs, and Teachers' Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher

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Using multiple data sources (observations, stimulated recalls, interviews), this study investigated the relationship between previous training, teaching experience, corrective feedback (CF) beliefs, and practices of a novice and an experienced ESL teacher. The findings revealed that both teachers provided similar amounts of CF and had comparable amounts of learner uptake and repair in their classes. However, the experienced teacher generated more teacher-learner interactions and more types of CF, which were also more balanced across linguistic targets. Teaching experience and teacher training did not appear to impact the teachers' beliefs on the inefficacy of CF, while "apprenticeship of observation" seemed to have a greater influence on the belief systems of both teachers. These results point to several pedagogical implications for teacher education programs, which are discussed in the paper.
Publisher
CANADIAN MODERN LANGUAGE REV
Issue Date
2013-05
Language
English
Article Type
Article
Keywords

CLASSROOM PRACTICES; INCIDENTAL FOCUS; FORM; SLA

Citation

CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES, v.69, no.2, pp.181 - 206

ISSN
0008-4506
DOI
10.3138/cmlr.1536
URI
http://hdl.handle.net/10203/244722
Appears in Collection
HSS-Journal Papers(저널논문)
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