Japanese EFL Students’ Preferences toward Correction of Classroom Oral Errors
Title
Japanese EFL Students Preferences toward Correction of Classroom Oral Errors
Japanese EFL Students Preferences toward Correction of Classroom Oral Errors
Keywords: No Keyword
Authors
Akemi Katayama
The University of Texas at Austin, U.S.A.
Akemi Katayama
The University of Texas at Austin, U.S.A.
Bio Data
Akemi Katayama, Lecturer of Japanese in the Department of Asian Studies at the University of Texas at Austin, holds an M.A. in TESOL. Her current research interests center on writing competence across languages and cross-cultural differences in language learners perceptions of oral error correction.
Abstract
Many language educators and researchers (e.g., Nunan; 1987; Horwitz, 1988; Schulz, 2001) maintain that matching the expectations of teachers and students is important for successful language learning. Accordingly, it is beneficial for teachers to discover their students perceptions toward instructional practices. This article discusses the findings of a questionnaire administered to 588 EFL students at several Japanese universities. The questionnaire, utilizing 5-point Likert-scales, investigated (1) students’ attitudes toward classroom oral error correction; (2) their preferences for correction of different types of oral errors; and (3) their preferences for particular correction methods. The results show that the students had strongly positive attitudes toward teacher correction of errors and indicated a preference for correction of pragmatic errors over other kinds of errors. The most favored correction method was for the teacher to give the student a hint which might enable the student to notice the error and self-correct.
Many language educators and researchers (e.g., Nunan; 1987; Horwitz, 1988; Schulz, 2001) maintain that matching the expectations of teachers and students is important for successful language learning. Accordingly, it is beneficial for teachers to discover their students perceptions toward instructional practices. This article discusses the findings of a questionnaire administered to 588 EFL students at several Japanese universities. The questionnaire, utilizing 5-point Likert-scales, investigated (1) students’ attitudes toward classroom oral error correction; (2) their preferences for correction of different types of oral errors; and (3) their preferences for particular correction methods. The results show that the students had strongly positive attitudes toward teacher correction of errors and indicated a preference for correction of pragmatic errors over other kinds of errors. The most favored correction method was for the teacher to give the student a hint which might enable the student to notice the error and self-correct.
[private]
See pages 289-305
[/private]Category: Main Editions, Volume 9 Issue 4
