پديد آورندگان :
Karimi، Mohammad Nabi نويسنده Kharazmi University , , Asadnia، Fatemeh نويسنده Kharazmi University ,
كليدواژه :
belief practice correspondence , intermediate , linguistic targets , elementary , CF strategies
چكيده لاتين :
The present study investigated EFL teachers’ beliefs about oral
corrective feedback (CF), their CF-provision practices across
elementary and intermediate levels, and their beliefs-practices
correspondence. To this end, the researchers conducted a semistructured
interview with the teachers and went on an overall fortyhour
observation of their classrooms across both levels. The findings
revealed that there was a significant difference in the teachers’
employment of CF strategies across the two levels with more frequent
presence of explicit correction, elicitation, metalinguistic clues,
clarification request, and repetition at elementary level. Moreover, it
was demonstrated that the teachers did not differentiate in their focus
on morpho-syntactic, phonological, and lexical errors at both levels.
The results further highlighted some areas of belief-practice mismatch
in teachers’ sensitivity to students’ errors, their employment of
different CF strategies, use of explicit and implicit CF, application of
immediate and delayed CF, correction of global and local errors, focus
on different linguistic targets, and reliance on self, peer, and teacher
correction. The paper concludes with some pedagogical implications.
