The organization of delayed second language correction

• Autores: Jeanne Claire Rolin-lanziti
• Localización: Language teaching research, ISSN 1362-1688, Vol. 14, Nº. 2, 2010, págs. 183-206
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • The present study uses a conversation analytic framework to examine the organization of a type of classroom talk: the delayed correction sequence. Such talk occurs when teacher and students interactively correct errors after the students have completed a communicative activity. This study investigates naturally occurring instances of correction accomplished by four teachers of introductory French and their students and uncovers two main approaches to delayed correction: (1) teacher-initiated correction, and (2) teacher-initiated student-correction. The detailed examination of delayed correction examples may be fruitful to training purposes by showing teachers the options they may enact in the language classroom.