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首页> 外文会议>Conference on Applied Linguistics >L1 and L2 Explicit Corrections: A case study in an Indonesian EFL classroom
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L1 and L2 Explicit Corrections: A case study in an Indonesian EFL classroom

机译：L1和L2显式更正：在印度尼西亚EFL教室中的一个案例研究

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Errors are frequently made by learners as they study a foreign language. Due to the error occurrences, it is necessary for teachers to assist their students in fixing their errors which might be done by giving corrective feedback. Thus, the objectives of this study is to investigate the phenomenon of corrective feedback which focuses on teacher's oral explicit correction delivered both in L1 and L2 which occurred in an Indonesia EFL classroom during speaking section and to find out students' oral responses towards the teacher's oral L1 and L2 explicit corrections. This study involved one teacher of English and 34 students of the first grade in a senior high school. To reach the objectives of this study, data were collected through classroom observations and interview. After the data was qualitatively and quantitatively analyzed, the result of the observations showed that the process of the provision of explicit correction covers 3 steps: trigger (error), explicit correction, and uptake. A pattern coded as "choice" to provide an explicit correction was also found. The result of observation and interview also revealed that teacher offered oral explicit corrections in L1 and L2, in which the language use was emphasized on L1. On the basis of the observation, it also indicated that the oral L1 and L2 explicit corrections were variously responded by the students which resulted in two types of uptake: repair and needs-repair, in which the frequency of repair uptake in the form of peer-repair was frequently produced.
机译：由于他们研究外语，通常由学习者制作错误。由于错误出现，教师有必要通过提供纠正反馈来帮助他们的学生解决可能完成的错误。因此，本研究的目标是调查纠正反馈的现象，这些反馈的现象侧重于教师的口头明确校正，在演讲部分内发生在印度尼西亚EFL课堂上的L1和L2中，并找出对教师口头的学生的口语反应L1和L2显式更正。这项研究涉及一位英语和34名学生在高中的一年级。为了达到本研究的目标，通过课堂观察和面试收集数据。在定性和定量分析数据后，观察结果表明，提供了明确校正的过程涵盖了3个步骤：触发（错误），显式校正和摄取。还发现了一种编码为“选择”以提供显式更正的模式。观察和面试的结果还透露，教师在L1和L2中提供了口头明确校正，其中语言使用在L1上。在观察的基础上，它还表明，口腔L1和L2明确的校正是由学生各种各样的回应，导致两种类型的摄取：维修和需求修复，其中对同行的形式修复的频率 - 经常生产。

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