VSE knjižnice (vzajemna bibliografsko-kataložna baza podatkov COBIB.SI)
  • To correct or not to correct? : attitudes towards error correction in oral expression in English and French as foreign languages = Corriger ou ne pas corriger ? : les attitudes envers la correction des erreurs à l'oral en français et anglais langues étrangères = Popraviti ali ne popraviti? : stališča do popravljanja napak pri ustnem izražanju v angleščini in francoščini kot tujih jezikih : magistrsko delo
    Gortnar, Matic
    The development of the field of foreign language (FL) teaching and learning has undergone significant changes in the role attributed towards errors, feedback and error correction. The thesis explores ... if there is a difference between mistakes and errors, why learners make them, if the aim of the lesson and error gravity influence the time and frequency of correction, and if all types of errors should be corrected. It seeks to determine if the teachers' feedback and error correction contribute to the students' FL acquisition. The main purpose is to establish whether or not the teachers and students differ in their attitudes towards errors and error correction, and in their preferences for correction techniques in spoken language (i.e. spoken interaction and spoken production). The empirical part consists of two surveys in the form of questionnaires that were distributed to teachers and learners of English or French in Slovene educational institutions. Results of the study have confirmed that teachers distinguish between errors and mistakes. Students and teachers believe that mistakes and errors occur due to the influence of the mother tongue, due to experimentation with the FL, and due to other reasons as well. They agree that the aim of the lesson plays a major role in deciding who corrects, when to correct, how often to correct, and what types of errors to correct. Although students and teachers are familiar with numerous approaches and techniques of correction, they find some more effective than others. Overall, the findings suggest that teachers and students share similar opinions on not only error gravity, time and frequency of correction, but also on their preference for correction techniques. They agree that error correction has a beneficial impact on the students' FL learning and acquisition.
    Vrsta gradiva - magistrsko delo ; neleposlovje za odrasle
    Založništvo in izdelava - Ljubljana : [M. Gortnar], 2018
    Jezik - angleški, slovenski, francoski
    COBISS.SI-ID - 67074658

    Povezava(-e):

    Repozitorij Univerze v Ljubljani – RUL

Knjižnica/institucija Kraj Akronim Za izposojo Druga zaloga
FF, Osrednja humanistična knjižnica, Ljubljana Ljubljana FFLJ v čitalnico 2 izv.
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