This is a multiple case study which investigates interaction around teachers’ corrective feedback on learners’ oral errors in three elementary English classrooms in Taiwan through classroom observations, teacher interviews, and learner interviews. In response to the problematic issues in existing corrective feedback research, this study has carried out an inductive microanalysis of the classroom data. The results indicate that current literature does not account for the complexity of the interaction around corrective feedback which is evidenced in the classroom data of this study. The findings of this study show a series of moves such as scaffolding, the use of nonverbal corrective feedback strategies, the use of objects as corrective feedback techniques, the use of clusters of corrective feedback strategies, deliberate language play by the learners, socialisation between the teacher and the learners as well as among learners as part of corrective feedback episodes. The findings of this study also reveal that corrective feedback can occur but takes a special shape in form-oriented classrooms. The features observed in the data of this study reflect a need to research into corrective feedback in elementary EFL classrooms as well as classrooms where the instruction focus of teachers is on linguistic forms.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:752413 |
| Date | January 2016 |
| Creators | Huang, Lan-Ting |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/106815/ |
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