Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices

Baştürkmen, Helen; Loewen, Shawn; Ellis, Rod

doi:10.1093/applin/25.2.243

Cited by 296 publications

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“…2 A reviewer suggested that a qualitative analysis of the data would be productive. Qualitative analyses (e.g., classroom ethnographies, retrospective interviews) do indeed provide rich information about the learning context and teachers' beliefs and decisions, as shown in Basturkmen, Loewen, and Ellis (2004) and Borg (1999Borg ( , 2003. The data from CHILDES analyzed in the current study comprised transcripts of spoken interaction in the classroom.…”

Section: Notesmentioning

confidence: 99%

Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices

Kennedy¹

2010

TESL

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This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tuned corrective feedback based on learners' individual differences. Cette étude porte sur la rétroaction corrective d'un enseignant en ALS avec 15 élèves répartis en deux groupes en fonction de leurs compétences. Des transcriptions de la base de données CHILDES et portant sur des données de salles de classe ont été analysées pour déceler le type d'erreurs chez les apprenants, le type de rétroaction de la part de l'enseignant, et taux d'application (tentatives de se corriger) et de correction par les apprenants. Les résultats révèlent des différences dans le type d'erreurs produites par chaque groupe et dans le type de rétroaction fournie par l'enseignant à chaque groupe, démontrant l'adaptation de la rétroac-tion corrective aux différences individuelles chez les apprenants. IntroductionIn 1997 Lyster and Ranta published a seminal article on the use of corrective feedback by teachers in grades 4 and 5 French immersion classrooms. This article presaged a growing body of research on corrective feedback for and by second-language (L2) learners. A basic question underlying-although not altogether resolved by-research on corrective feedback is this: What kinds of feedback for what kinds of errors are effective for what kinds of learners? Lyster and Ranta found that although the French immersion teachers provided corrective feedback for most learners' errors, some types of feedback were more effective than others. One of the possible factors that seems to influence the effectiveness of corrective feedback is L2 learners' level of proficiency (Ammar & Spada, 2006;Havranek & Cesnik, 2001;Lin & Hedgcock, 1996;Mackey & Philp, 1998 Results from studies on corrective feedback and learner proficiency have generated valuable suggestions for L2 teaching. However, these results are based on observation or assessment of multiple groups of learners and teachers or interlocutors. In other words, research on corrective feedback and learner proficiency thus far has largely not targeted individual teachers, or specifically how a teacher may provide feedback to learners of varied proficiency levels in his or her classroom. A notable exception is Lightbown (1991), who remarked on the effectiveness of one L2 teacher's feedback strategies for learners making a particular type of error. Because much corrective feedback provided to classroom L2 learners comes from teachers, 1 it is important to determine how (and why) individual teachers provide feedbac...

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Section: Notesmentioning

confidence: 99%

Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices

Kennedy¹

2010

TESL

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“…Basturkmen et al (2004) reported the mismatch between L2 teachers" previously stated beliefs regarding form-focused instruction and the practices observed in their classrooms. Farrell and Kun (2008) gave an explanation for this discrepancy after conducting a study in a Singaporean primary school on two experienced teachers.…”

Section: Altered Classroom Practice Due To the Expectations Of The Comentioning

confidence: 99%

“…Ironically, it also justifies why teachers act against their "best practice" prior conceptions when they are faced by different ecological expectations such as in Basturkmen et al (2004);Farrell and Lim (2005); Orafi and Borg (2009).…”

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confidence: 99%

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

Youssef

Shukri

2018

International Journal of Education and Practice

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Article HistoryThis paper presents the analysis of a case study on EFL experienced teachers in the English Language Institute of King Abdul Aziz University in Jeddah, Saudi Arabia. The aim of the study is to investigate if the expectations of the environment affects the intentional activity and the agency of the teachers in their classrooms. The focal area of the study is to identify ways intentional classroom activity of the teachers have changed according to the expectations of the different agents within the mentioned EFL ecological context despite the contradiction of this change with the teachers" cognition coming from their earlier education and practical experience. As for the research method, it is a case study where two semi-structured interviews were conducted with two experienced teachers. The results of these interviews demonstrate a positive correlation between the contextual expectations of the educational institution environment with all its constituents and the agency/the intentional activity of the teachers even if this intentional activity contradicts with the teachers" former knowledge and practice. Further studies using varied research tools is required to investigate into how teachers" practice is influenced by the expectations of the educational ecological setting. Contribution/Originality:This study is one of very few studies which have investigated the relationship between the contextual expectations of the educational institution environment in Saudi Arabia with all its constituents and the agency/the intentional activity of the teachers even if this intentional activity contradicts with the teachers" former cognition and practice.

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“…Course content that highlights applied research should be seen as useful in shaping the beliefs and practices of teachers, there is still evidence that ESL teachers do not wish to incorporate SLA theories in their teaching because they already have theories about SLA that are not actively confronted (Basturkmen, Loewen, & Ellis, 2004). Systematic attempts to alter teacher beliefs and enhance the theoretical knowledge base of teachers has had limited success (Ellis, 2010;Peacock, 2001).…”

Section: Review Of the Literature Concerning Teacher Use Of Sla Theormentioning

confidence: 99%

“…Such If the teachers would consent to being directly observed, future research efforts could perhaps focus on the level of actual implementation of their theoretical preferences in the classroom. This follow-up would be important since previous research (Basturkmen, Loewen, & Ellis (2004) suggests a potential gap between teachers' expressed intentions and actual classroom practice in other teaching contexts. Certainly, new in-service teachers face socialization pressure and multiple other pressures associated with helping their students achieve adequate scores on standardized tests.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Teachers’ Declared Intentions to Shift Practice to Incorporate Second Language Acquisition (SLA) Theories

Markham

Rice²,

Darban

et al. 2017

JLTR

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Abstract-While the number of English Learners (ELs) in the UnitedStates is steadily growing in most states, teacher preparation for working with ELs is far from universal. It fact, it is contested terrain as to whether information about topics like Second Language Acquisition (SLA) are helpful generally, and if so, what theories teachers are willing to adopt. The purpose of this study was to learn whether teachers in an SLA theory course would declare intentions to change their notions about SLA and express them as desire to shift practice. We also wondered if there were differences in pre-service versus in-service and international versus domestic students. The results confirmed that the participants were willing to change their initial theories because of participating in a second language acquisition course that presented information about SLA theories at a Completely Different or Somewhat Different level by the end of the course.Index Terms-second language acquisition theory, teacher change, teacher's theories of teaching, teacher preparation for working with English learners, teacher education programs, international teachers

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Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices

Cited by 296 publications

References 0 publications

Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices

Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices

EFL Teachers Response to the Ecological Expectations of the Teaching Context at a Saudi University

Teachers’ Declared Intentions to Shift Practice to Incorporate Second Language Acquisition (SLA) Theories

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