Error Correction: Students’ Versus Teachers’ Perceptions
Error Correction: Students’ Versus Teachers’ Perceptions
复制标题
纠错：学生的看法与教师的看法
DOI：
10.1080/09658410508668828
复制
发表时间：
2005
影响因子：
2
通讯作者：
J. Sierra
中科院分区：
文献类型：
--
作者：
D. Lasagabaster;J. Sierra
在第二语言教学中，很少有问题像纠错问题那样引起如此多的争议。事实上，第二语言教师最令人沮丧的经历之一就是纠正错误，尤其是那些在学生的作品中反复出现的错误。一个可能的解释可能是教师和学生认为有效的纠错反馈之间的不匹配。虽然在错误分类、检测、分析和评估方面已经发表了很多，但比较教师和学生的看法的研究却很缺乏。本文试图帮助填补这一空白。这项研究涉及21名被调查者。其中11人是没有教学经验或资格证书的本科生，而另外10人是有3到13年经验的合格英语教师。在观看了两遍商业制作的教学视频节选后，参与者被要求检测老师所做的纠错动作，对其进行分类，判断其效率，并以个人和小组的形式记录他们的意见。结果表明，老师的纠错动作有很大一部分没有被注意到。教师和学生一致认为，最有效的纠正发生在更多的时间，更长的解释，并使用不同的纠正策略。
Few issues in second language teaching have generated as much controversy as that of error correction. In fact, one of the most discouraging experiences of L2 teachers is correcting errors especially those that recur in their students’ production. A possible explanation may be the mismatch between what teachers and students consider to be effective feedback on error correction. Although much has been published on error taxonomies, detection, analysis and evaluation, there is a dearth of research studies comparing teachers’ and students’ perceptions. This article endeavours to help fill this void. The study involved 21 informants. Eleven of them were undergraduate students who had no teaching experience or qualifications, whereas the other 10 were qualified teachers of English as a foreign language with between three and 13 years’ experience. After watching an excerpt from a commercially produced teaching video twice, the participants were asked to detect the error-correction moves made by the teacher, classify them, judge their efficiency and record their opinions individually and in groups. The results indicated that a significant percentage of the teacher’s error-correction moves went unnoticed. Teachers and students agreed that the most efficient corrections occurred when more time, longer explanations, and use of different correction strategies were utilised.