Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?
At a high school where I have worked as a visiting lecturer, students of English as a Foreign Language (EFL) tend to use their mother tongue (L1) instead of the target language (L2) in communicative activities. Many factors are to blame for this issue, such as the seating arrangement, the languag...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Institute of English Studies
2018-10-01
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| Series: | Anglica. An International Journal of English Studies |
| Online Access: | http://www.anglica.ia.uw.edu.pl/images/pdf/27-2-articles/Anglica-27-2-10-Pham.pdf |
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| Summary: | At a high school where I have worked as a visiting lecturer, students of English as a Foreign
Language (EFL) tend to use their mother tongue (L1) instead of the target language
(L2) in communicative activities. Many factors are to blame for this issue, such as the
seating arrangement, the language curriculum, the influences from the interlocutors, and
the teacher correction methods (Pham 2005). This study aims to propose a strategy to correct
student errors during communicative activities. Data analysis shows that the strategy
of error correction that a teacher uses will have a substantial impact on student use of L2
in oral activities. Drawing from such findings, I suggest some practical teaching strategies
to maximize L2 and minimize L1 in speaking activities. |
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| ISSN: | 0860-5734 0860-5734 |