Corrective feedback to oral grammatical mistakes in the English a foreign language classroom: a study of a teacher’s beliefs and practices

Authors

  • Marcia Regina Pawlas Carazzai Universidade Estadual do Centro-Oeste
  • Francieli Santin Universidade Estadual do Centro-Oeste

DOI:

https://doi.org/10.5380/rel.v73i0.7914

Keywords:

Correção de Erros, Crenças, Prática.

Abstract

This paper reports the results of an ethnographic study which
investigated the relation between corrective feedback to oral
grammatical mistakes in an English as a foreign language
classroom and the observed teacher’s beliefs about her practices.
Data collected includes about 13 hours of classroom observation,
field notes, a questionnaire and an interview with the teacher.
The results indicate that the teacher corrected her students’
oral grammatical mistakes and that the most recurrent types of
strategies were explicit correction and metalinguistic signals.
The teacher seemed to be concerned both with her students’
fluency and accuracy in the foreign language, and feedback
was provided at all times that these objectives were not reached
from the teacher’s point of view.

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How to Cite

Carazzai, M. R. P., & Santin, F. (2007). Corrective feedback to oral grammatical mistakes in the English a foreign language classroom: a study of a teacher’s beliefs and practices. Revista Letras, 73. https://doi.org/10.5380/rel.v73i0.7914

Issue

Vol. 73 (2007)

Section

Estudos Linguísticos

License

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