Tunisian EFL Teachers’ Beliefs and Perceptions About Oral Corrective Feedback

Communication and Linguistics Studies Pub Date : 2019-06-29 DOI:10.11648/J.CLS.20190502.12

Ounis Tesnim

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引用次数: 1

Abstract

The objective of the present research paper is to describe the beliefs and the perceptions of Tunisian EFL teachers regarding the nature and the purpose of oral corrective feedback (OCF) used in teaching speaking. The method relies on the use of a questionnaire survey which is made up of seven items. 20 EFL teachers participated in this study and they were invited to fill in the questionnaire which seeks to elicit their opinions and preferences concerning the particular type of feedback they deliver as a response to their students’ spoken errors. The results of the study found out that EFL teachers hold positive attitudes towards OCF, as the majority of the informants seem to embrace the benefits of OCF and its importance in the language learning process. However, the findings show that the respondents’ opinions concerning the timing of using OCF, its impact on developing speaking skills and on learners’ feelings and emotions vary significantly. The results also display some discrepancy in teachers’ responses to some items and reveal that the dominant types of OCF used in teaching speaking were explicit correction, recasts and elicitation.

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突尼斯英语教师对口语纠正反馈的信念与认知

本研究论文的目的是描述突尼斯英语教师对口语教学中使用的口头纠正反馈(OCF)的性质和目的的信念和看法。该方法依赖于使用由七个项目组成的问卷调查。20名英语教师参与了这项研究，他们被邀请填写了一份调查问卷，该问卷旨在了解他们对学生口语错误的特定反馈类型的看法和偏好。研究结果发现，英语教师对OCF持积极态度，因为大多数受访者似乎都认可OCF的好处及其在语言学习过程中的重要性。然而，调查结果显示，受访者对使用OCF的时机、对口语技能发展的影响以及对学习者感觉和情绪的影响的看法存在显著差异。结果还显示了教师对某些项目的反应存在差异，并揭示了在口语教学中使用的显性语言行为类型主要是显性纠正、重铸和启发。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Communication and Linguistics Studies

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