Classroom Oral Error Correction in the Philippines
2775 Words12 Pages
Second language learners often encounter linguistic problems as evidenced in the errors they make in the process of learning another language. Because errors regularly occur in the language classrooms, students and teachers often find themselves confronting with error correction. Error correction, which is also called corrective feedback or negative feedback (Ortega, 2008), has become a topic of great interest to me because of my own experience as a multilingual language learner learning two languages (English and Tagalog) simultaneously as a child in addition to my L1, which is Cebuano. My own experience as an ESL teacher for nine years has also prompted me to read the literature on this topic. The review of literature found in the next pages reveals that most studies addressing this issue were conducted in various settings particularly in inner and expanding circle countries like the U.S. Canada, and Japan. However a study, investigating Filipino ESL students’ attitude toward error correction was never found and reported in any of the various ELT and SLA journals. It is therefore the goal of this paper to supply this gap in the literature.
In this paper, I would like to investigate the issue of error correction with the goal in mind of being able to contribute to the growing number of studies on error correction and to report how Filipino ESL students and teachers perceive error correction. To that end, this paper posed the following questions:
1. What are the attitudes of university freshman students and their teachers towards oral error correction?
2. What similar and different attitudes do students and teachers have towards oral error correction?
3. Is there a significant difference in terms of stu...
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