Implication of Concrete Materials for Error Correction to Develop Oral Accuracy among Young Middle School EFL Learners
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Date
2016-03-07
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University of Eloued جامعة الوادي
Abstract
In the processes of teaching and learning in general and correction of errors in particular,
middle school EFL teachers are expected to focus on what Piaget calls “concrete operations”
by offering clear and simple explanation of the target linguistic knowledge through the
utilization of visuals (e.g., colored papers, pictures, flashcards), and the aim is principally to
foster better understanding, memorization, and retention. This study undertakes to explore
the nature of the strategies the middle school EFL teachers utilize in their correction of
errors, and their immediate effects on the pupils’ ability develop the overall oral accuracy.
The final results reveal that the observed teachers of English (n=3) from Bachir Ben Nacer
Middle School in the Wilaya of Biskra (from the three grade levels): (a) provide verbal
correction on the air without using board work or flashcards; (b) offer difficult and
incomprehensible corrective input, which seems to be beyond the pupils’ capacities; and (c)
correct via interruption. As for stimulated recall interviews, the findings indicate that those
procedural techniques do not appear to sit well with the pupils’ cognitive abilities and even
their wants, which undermines the viability of corrective feedback.
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THE SECOND NATIONAL CONFERENCE ON LANGUAGE, MIND AND LEARNER'S COGNITIVE CAPACITIES March, 7th/8th 2016 University of Eloued