Title: The behaviour of coach - exploring didactic problems Objectives: The aim of my work is to create a scoping study and the use of feedback information in the training unit. Research questions: How should be feedback information mediated to the recipient? How often and in what forms to use feedback in the training unit? Methods: In my work I used the method of data acquisition, data analysis method and the method of narrative overview. I have summarized the information and made conclusions. Results: The goal of this work was completed. The research questions were answered. It was presented instructions for coaches. Keywords: correction, feedback information, instruction

This study aimed to investigate a) which type of written feedback (direct feedback or use of error codes) university prep-school EFL students with elementary level of proficiency prefer to receive on their written texts, b) whether or not the (mis)match between students&rsquo / preferences and received feedback affect their level of improvement in writing, and c) to what extent the students&rsquo / previous writing experience affect their preference for the type of written feedback. In order to determine the students&rsquo / preferences for a specific type of feedback and to find out their previous writing experiences, a questionnaire was designed. Moreover, the participants were given two subsequent writing tasks with the purpose of determining the level of improvement in their linguistic accuracy after receiving their (not) preferred type of feedback. The results show that the majority of the students in the preparatory class with Elementary level prefer to receive use of error codes in their written texts / however, giving them what they ask for may not contribute to their improvement as would be expected. Moreover, some conclusions are made as to the relationship between the students&rsquo / previous writing experience and their current practices.

Several decades of research into the effectiveness of corrective feedback on ESL writing have resulted in the emergence of a consensus on a number of best practices. This study aims to investigate what recommendations the Swedish National Agency for Education provides upper secondary English teachers to use when responding to students’ writing, and if these recommendations are aligned with current research on corrective feedback. Through a content analysis, I examine four support resource materials from the Swedish National Agency for Education explicitly aimed at helping teachers with using feedback. The findings of this study show that the four resources from Skolverket depict a unified perception of what type of feedback teachers should provide: the feedback needs to be didactically considered, taking the learning goals of the syllabus, the individual student’s learning needs, and the level of detail it should contain in consideration both before and during the responding. It also needs to be indirect so that it does not constrain students’ writing style, yet it needs to provide constructive explanations so the students are not left confused by the feedback. The findings further show that for the most part, the four resources and the research are aligned when it comes to the content and the focus of the feedback, however, they differ in areas regarding how extensive and explanatory the feedback needs to be.

A la croisée des chemins entre la didactique des langues étrangères et les sciences de l’éducation, cette thèse porte principalement sur la prise de décision située de l’enseignant face à la survenue de l’erreur à l’oral, ainsi que ses enjeux didactiques et psychoaffectifs. Elle vise à démontrer que la correction n’est pas émotionnellement neutre. Corriger ou ne pas corriger, la question s’attachera à la dimension socio-humaine de l’inter-agir maître- élève envisagé sous l’angle de la « face » goffmanienne. Entre désir pédagogique d’enrôler le public à la performance langagière et objectif didactique d’évaluer cette prestation orale, les fonctions d’animateur et d’évaluateur du praticien rivaliseront autour de fluctuations émotionnelles diverses. L’ancrage théorique de l’étude se situant dans les domaines du feedback correctif, de la cognition enseignante, de l’agir professoral et de la théorie des émotions permet d’accorder une place de choix à la particularité de l’action enseignante dans les mécanismes linguistiques de transmission/apprentissage. D’un point de vue méthodologique, une démarche phénoménologique et ethnographique d’enquête-terrain permet le repérage et l’extraction de catégories qui font sens de part et d’autre de la recherche et de la pratique. Une stratégie de verbalisation négociée via un rappel stimulé donne à l’enquêteur l’opportunité de co-construire les sens de l’expérience avec l’acteur convié à commenter ses actions, entre situation et typicalité. Les résultats montrent que deux participants sur cinq confirment la théorie damasienne d’intervention de la variable affective dans le raisonnement, tandis que trois autres rejettent son rôle dans les processus décisionnels. L’étude ouvre une perspective de recherche - en Didactique Des Langues Etrangères - visant à repenser la place des affects dans l’agir et la formation des enseignants, afin de remédier à l’erreur de Descartes à travers d’autres contextes et d’autres populations. / At the cross-roads of foreign language teacher-learner practices and teacher education, the present study seeks to address, from an emic perspective, the role of emotions in contextual decision-making when faced with a learner error. It highlights the human and social dimension of the pedagogical relationship between teachers and learners. The theoretical framework is based upon research into teacher cognition, corrective feedback, teacher practices, and emotions. A careful consideration is given to the importance of teacher actions within classroom interaction and negotiation of meaning. Learner error within the construction of knowledge is highlighted in relation to the notion of face developed by Goffman. A comprehensive-phenomenological approach mainly using transcribed classroom video footage followed by a simulated recall technique allows the researcher to negotiate with 3 practitioners the meaning lying behind their in situ actions. Another dataset - sent to the 3 teachers mentioned above and two secondary ones - is comprised of a questionnaire and a short teacher-written biography underlying their practice histories and teaching philosophies, mostly concerning error treatment. The findings indicate that teachers’ contextual decision-making in relation to corrective feedback can be emotion- free, which fails to support the Damasian theory underpinning an intervention of the affective variable into reasoning processes and decision-making. The study suggests directions for further inquiry into the field of foreign language teaching and learning throughout other contexts and other populations, in order to rectify the Cartesian error.