Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-03T03:30:36.217Z Has data issue: false hasContentIssue false
  • English
  • Français

Attitudes and Preferences of ESL Students to Error Correction

Published online by Cambridge University Press:  07 November 2008

N. Ann Chenoweth ,
Richard R. Day ,
Ann E. Chun  and
Stuart Luppescu
N. Ann Chenoweth
Affiliation:
University of Hawaii at Manoa
Richard R. Day
Affiliation:
University of Hawaii at Manoa
Ann E. Chun
Affiliation:
University of Hawaii at Manoa
Stuart Luppescu
Affiliation:
University of Hawaii at Manoa
Get access Rights & Permissions [Opens in a new window]

Abstract

This article presents the findings of a survey of ESL students' attitudes toward and preferences for the correction of spoken errors by native speaker friends. The 418 subjects reported generally positive attitudes toward error correction and claimed to prefer even more correction than their friends did. They saw correcting errors as facilitating—even being necessary—for the improvement of their oral English.

Type
Research Notes
Information
Studies in Second Language Acquisition , Volume 6 , Issue 1 , Fall 1983 , pp. 79 - 87
Copyright
Copyright © Cambridge University Press 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allwright, Richard L. 1975. Problems in the study of the language teacher's treatment of learner error. In Burt, Marina K. and Dulay, Heidi C. (Eds.), On TESOL '75. New directions in second language learning, teaching, and bilingual education. 96–109. Washington: TESOL.Google Scholar
Cathcart, Ruth L., and Olsen, Judy E. W. B. 1976. Teachers' and students' preferences for correction of classroom conversation errors. In Fanselow, John F. and Crymes, Ruth H. (Eds.), On TESOL '76. 41–53. Washington: TESOL.Google Scholar
Chun, Ann E., Day, Richard R., Chenoweth, N. Ann, and Luppescu, Stuart. 1982. Errors, interaction and correction: A study of native-normative conversations. TESOL Quarterly 16, 4:537–546.CrossRefGoogle Scholar
Day, Richard R., Chenoweth, N. Ann, Chun, Ann E., and Luppescu, Stuart. 1981. Repair in native speaker and normative speaker discourse. Paper presented at the Linguistic Society of America's Annual Meeting, New York, New York. December 1981.Google Scholar
Day, Richard R., Chenoweth, N. Ann, Chun, Ann E., and Luppescu, Stuart. 1982. Repair strategies in native-normative conversations, (unpublished manuscript)Google Scholar
Delisle, Helga H. 1982. Native speaker judgment and the evaluation of errors in German. Modem Language Journal 66, 39–48.CrossRefGoogle Scholar
Long, Michael H. 1977. Teacher feedback on learner error: Mapping cognitions. In Brown, H. Douglas, Yorio, Carlos A., and Crymes, Ruth H. (Eds.), On TESOL '77. Teaching and learning English as a second language: Trends in research and practice. 278–293. Washington: TESOL.Google Scholar
Oller, John W. Jr, 1981. Research on the measurement of affective variables: Some remaining questions. In Andersen, Roger W., (Ed.), New dimensions in second language acquisition research. 14–27. Rowley, MA: Newbury House Publishers.Google Scholar
Politzer, Robert L. 1978. Errors of English speakers of German as perceived and evaluated by German natives. Modern Language Journal 62, 253–261.CrossRefGoogle Scholar
Vigil, Nedd A., and Oller, John. 1976. Rule fossilization: A tentative model. Language Learning 26, 281–295.CrossRefGoogle Scholar