A Study of Teacher Talk in EFL Classrooms and Its Pedagogical Implication
It has long been an interesting question how important part teacher talk plays in SLA/SLL. This study investigates a particular aspect of teacher talk- teacher corrective feedback- and examines the role it plays in EFL (English as a Foreign Language) Classrooms. The current study involves 3 college EFL teachers and 85 undergraduate English majors. It adopts 540 minutes classroom observation and the recordings are transcribed into written form. Through the analysis of the data, this paper shows the results that most student errors initiated teacher corrective feedback, and different types of corrective feedback are in response to different types of student errors. Importantly, the frequent use of recasts offers some items of pedagogical implication.
corrective feedback EFL classrooms pedagogical implication
Danmei Li
School of Foreign Language, Changchun Normal College, Jilin Province, P.R China 130032
国际会议
北京
英文
181-185
2012-05-19（万方平台首次上网日期，不代表论文的发表时间）