<p>This paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.</p>

This paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.

This paper investigates what role grammar plays, what grammatical content is included, and whether focus on form or meaning dominates in six EFL (English as a Foreign Language) textbooks for English 5. Through the methodology content analysis, the grammatical content is calculated, categorized, and analyzed with coding frames in three parts: form-focused instruction and grammar tasks and meaning-focused instruction and grammar tasks, context, and grammatical categories. The results show that form-focused instruction and grammar tasks dominate over meaning-focused instruction and grammar tasks in all textbooks. The proportions of form-focused grammar task range from 74% to 100%. When it comes to context, in all textbooks but one, grammar tasks are both placed in separate grammar sections and integrated in the texts. Furthermore, there is a considerable degree of variation between the textbooks in terms of the proportions of grammatical categories. In form-focused grammar tasks, the highest frequencies were seen in verbs, the mixed category, nouns, pronouns, and adjectives and adverbs. In meaning-focused grammar tasks, verbs, the mixed category, and adjectives and adverbs have the highest frequencies. Even though the textbooks treat grammar rather similarly, the grammatical content and the proportions of tasks differ.

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This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics / M.A. (Applied Linguistics)

This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics and Modern Languages / M.A. (Applied Linguistics)