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Oral Corrective Feedback Practices in Third Turns of Initiation-Response-Feedback Sequences : An investigation into the Swedish contextLind, Kajsa January 2024 (has links)
This study aims to expand on the existing research regarding teachers’ oral feedback practices in third turns of initiation-response-feedback (IRF) sequences. There is a gap in the existing research on oral corrective feedback practices in third turns of IRF sequences in the context of Swedish upper secondary school. The aim of this study is to fill some of that gap by providing results and insights from the Swedish context of upper secondary school. A classroom audio recording of a teacher’s classroom talk from an English class with second year students was subjected to conversation analysis to discover general patterns of this teacher’s oral corrective feedback practices in the third turn of IRF sequences. It emerged that implicit corrective feedback practices were frequent, with conversational recasts being among the most common types of feedback. The result of this study thus turned out to be in line with what previous research had found to be common oral corrective feedback practices among teachers.
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Motivational Teaching Strategies in a Brazilian EFL School: How Important are they and how Frequently are they used?Xavier, Graziane de O. January 2005 (has links)
No description available.
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