Errors and Mistakes in Foreign Language Learning: Drawing Boundaries from the Discourse of Argentine Teachers

Angelucci, Thalita Camargo; Pozzo, María Isabel

doi:10.1007/978-3-030-35574-6_20

Cited by 2 publications

References 14 publications

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Museum Educators Perspective of Failure: A Collective Frame Analysis

Simpson,

Osterhout,

Anderson

et al. 2024

Curator The Museum Journal

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Museums offer a unique role and safe space in shaping how youth view and react to experiences with failure. The purpose of this study was to add to the conversation around failure in out‐of‐school learning, particularly from the perspective of educators within museum settings that implement STEAM‐related making exhibits, workshops, and/or camps for youth. We analyzed approximately 9 h of video data from two sources: video recordings of virtual group meetings with 14 museum educators from six partnering institutions, and video recordings from five of the individual partnering sites discussing failure as a concept within their organization and programming. In this article, we demonstrate how the framings of failure by museum educators are bounded, and transformed, by un/seen external forces that ultimately impact the professional practices of educators in their organizations. We contend that the significance of this study lies in how perspectives around failure are produced and how they influence educators' professional practice, specifically in how failure is framed and communicated within STEAM‐related learning opportunities in museum settings.

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Museum Educators Perspective of Failure: A Collective Frame Analysis

Simpson,

Osterhout,

Anderson

et al. 2024

Curator The Museum Journal

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Revisiting Oral Corrective Feedback in Second Language Acquisition

Bui,

2024

Exploring Contemporary English Language Education Practices

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Corrective feedback is acknowledged with a growing research interest in the second language acquisition literature. In the classroom, the teacher's and peer's oral corrective feedback (OCF) can be used to modify students' language and facilitate language learning. From the existing debates in the literature, the authors argue that corrective feedback should be broadly defined as the use of language and artifacts not only to correct language inaccuracies but also to signal unacceptable instances and/or suggest alternatives. To provide effective OCF, the teacher might need to consider the appropriateness of OCF types of strategies for the context, learners' age and preferences, and probably the relationship between the feedback provider and receiver. Finally, directions for further studies are discussed. Driven by a desire to provide updated literature regarding OCF, this chapter can be a reference for students, teachers, and novice researchers.

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Errors and Mistakes in Foreign Language Learning: Drawing Boundaries from the Discourse of Argentine Teachers

Cited by 2 publications

References 14 publications

Museum Educators Perspective of Failure: A Collective Frame Analysis

Museum Educators Perspective of Failure: A Collective Frame Analysis

Revisiting Oral Corrective Feedback in Second Language Acquisition

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