QUAN ĐIỂM CỦA GIÁO VIÊN VÀ SINH VIÊN VỀ ẢNH HƯỞNG CỦA SỬA LỖI NÓI ĐỐI VỚI NĂNG LỰC NÓI CỦA SINH VIÊN TRONG LỚP HỌC NÓI TIẾNG ANH
Nội dung chính của bài viết
Tóm tắt
Hỗ trợ sinh viên nâng cao kỹ năng giao tiếp trong thế giới toàn cầu hóa là một trong những mối quan tâm của giáo viên. Cách giáo viên sửa lỗi cũng ảnh hưởng tới sự phát triển về năng lực ngôn ngữ của sinh viên. Đã có một số nghiên cứu về quan điểm của giáo viên và sinh viên về sửa lỗi nói, nhưng rất ít nghiên cứu về cả quan điểm của giáo viên và sinh viên về ảnh hưởng của sửa lỗi nói đối với khả năng nói của sinh viên dưới góc nhìn của thuyết văn hóa xã hội. Nghiên cứu định tính này nhằm tìm hiểu quan điểm của giáo viên và sinh viên về ảnh hưởng của sửa lỗi nói trong lớp học nói bậc đại học ở Việt Nam. Số liệu thu thập từ 05 phỏng vấn bán cấu trúc với giáo viên và 05 phỏng vấn nhóm với 35 sinh viên năm thứ nhất. Kết quả cho thấy sửa lỗi nói giúp sinh viên phát hiện ra lỗi và có trách nhiệm hơn với việc học, tăng động lực học và mở rộng kiến thức về ngôn ngữ. Từ đó, nghiên cứu cũng đưa ra những gợi ý cho việc sửa lỗi nói của giáo viên.
Chi tiết bài viết
Từ khóa
quan điểm, sửa lỗi nói, ảnh hưởng, năng lực nói, thuyết văn hóa xã hội
Tài liệu tham khảo
Abukhadrah, Q. A. (2012). Arab male students' preferences for oral corrective feedback: A case study [Doctoral dissertation, Ohio University]. OhioLINK.
Alhaysony, M. (2016). Saudi EFL preparatory year students' perceptions about corrective feedback in oral communication. English Language Teaching, 9(12), 47-61. https://doi.org/10.5539/elt.v9n12p47
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483. https://doi.org/10.2307/328585
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Billups, F. D. (2021). Qualitative data collection tools: Design, development, and applications. SAGE Publications, Inc.
Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience & school. National Academy Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29-46. https://doi.org/10.1111/j.1467-1770.1977.tb00290.x
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/l2.v1i1.9054
Fajriah, Y. N. (2018). Corrective feedback as perceived by an EFL teacher and student in speaking classroom. EEAL Journal, 1(1), 1-9. https://doi.org/10.31980/eeal%20journal.v1i1.42.g19
Kamiya, N. (2014). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206-219. https://doi.org/10.1080/17501229.2014.939656
Karimi, M. N., & Asadnia, F. (2015). EFL teachers' beliefs about oral corrective feedback and their feedback-providing practices across learners' proficiency levels. The Journal of Teaching Language Skills, 7(2), 39-68. https://doi.org/10.22099/jtls.2015.3582
Kavaliauskiené, G., & Anusiené, L. (2012). Case study: Learner attitudes towards the correction of mistakes. Social Technologies, 2(1), 88-101.
Kim, T. Y. (2009). The sociocultural interface between ideal self and ought to self: A case study of two Korean students' ESL motivation. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and L2 self (pp. 274-294). Multilingual Matters.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford University Press.
Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. https://doi.org/10.2307/3586253
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
Luu, T. H. (2020). Matches and mismatches between EFL teachers' and students' preferences for corrective feedback in English speaking classes at a Vietnamese university. VNU Journal of Foreign Studies, 36(1), 142-155. https://doi.org/10.25073/2525-2445/vnufs.4505
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. https://doi.org/10.1017/S0272263197001034
Lyster, R., & Saiko, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
Martínez, J. d. D. (2012). Investigating Spanish EFL students' beliefs and preferences regarding the effectiveness of corrective feedback. International Journal of Humanities and Social Science, 2(19), 121-131.
McDonough, K. (2005). Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition, 27(1), 79-103. https://doi.org/10.1017/S0272263105050047
Ní Aogáin, S. (2019). Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language [Doctoral dissertation, Dublin City University]. http://doras.dcu.ie/22827/1/5.12.2018%20Final%20Copy.pdf
Nhac, T. H. (2022). Oral Corrective Feedback Preferences in English Lessons: Learners' and Teachers' Perspectives. European Journal of Educational Research, 11(3), 1643-1655.
Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96. https://doi.org/10.1016/j.system.2020.102405
Ha, X. V., & Murray, J. C. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137-167.
Olson, J., & Platt, J. (2000). The instructional cycle: Teaching children and adolescents with special needs. Prentice-Hall, Inc.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006
Rasmussen, J. (2001). The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5), 569-582. https://doi.org/10.1080/00220270110034369
Rassaei, E. (2014). Scaffolded feedback, recasts, and L2 development: A sociocultural perspective. The Modern Language Journal, 98(1), 417-431. https://doi.org/10.1111/j.1540-4781.2014.12060.x
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, apprenticeship. In J. V. Wertsch, P. del RiO & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge University Press.
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers' and students' attitudes to oral corrective feedback. Language Awareness, 25(4), 318-335. https://doi.org/10.1080/09658416.2016.1235580
Sardareh, S. A., & Saad, M. R. M. (2012). A sociocultural perspective on assessment for learning: The case of a Malaysian primary school ESL context. Procedia - Social and Behaviorial Sciences, 66, 343-353.
Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7(2), 89-102. https://doi.org/10.1177/026765839100700202
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In S. Richard (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Second Language Learning & Curriculum Center, University of Hawai'i.
Shahidzade, F. (2017). Students' attitudes towards the use of regulated learning and corrective feedback in dialogic interactions in EFL classes. Modern Journal of Language Teaching Methods, 7(4), 341-350.
Sheen, Y. (2010). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 169-179. https://doi.org/10.1017/S0272263109990489
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Book & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G Widdowson (pp. 125-144). Oxford University Press.
Tesnim, O. (2019). Tunisian EFL teachers' beliefs and perceptions about oral corrective feedback. Communication and Linguistic Studies, 5(2), 45-53. https://doi.org/10.11648/j.cls.20190502.12
Thorne, S., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language development. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 487-500). Routledge.
Tran, K. N., & Nguyen, T. C. (2020). Teachers' perceptions about oral corrective feedback in EFL speaking classes: A case at colleges in the Mekong Delta, Vietnam. European Journal of Foreign Language Teaching, 5(2), 18-30. https://doi.org/10.46827/ejfl.v5i2.3322
Tran, T. B. P., & Nguyen, B. H. (2018). Teacher corrective feedback on students' speaking performance and their uptake in EFL classes. European Journal of Foreign Language Teaching, 3(3), 110-131. http://dx.doi.org/10.5281/zenodo.1321246
Truscott, J. (1999). What's wrong with oral grammar correction?. Canadian Modern Language Review, 55(4), 437-456. https://doi.org/10.3138/cmlr.55.4.437
Van der Stuyf, R. R. (2002). Scaffolding as a teaching strategy. Adolescent learning and development, 52(3), 5-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walqui, A., & Van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WesrEd.
Alhaysony, M. (2016). Saudi EFL preparatory year students' perceptions about corrective feedback in oral communication. English Language Teaching, 9(12), 47-61. https://doi.org/10.5539/elt.v9n12p47
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483. https://doi.org/10.2307/328585
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Billups, F. D. (2021). Qualitative data collection tools: Design, development, and applications. SAGE Publications, Inc.
Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience & school. National Academy Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27(1), 29-46. https://doi.org/10.1111/j.1467-1770.1977.tb00290.x
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. https://doi.org/10.5070/l2.v1i1.9054
Fajriah, Y. N. (2018). Corrective feedback as perceived by an EFL teacher and student in speaking classroom. EEAL Journal, 1(1), 1-9. https://doi.org/10.31980/eeal%20journal.v1i1.42.g19
Kamiya, N. (2014). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206-219. https://doi.org/10.1080/17501229.2014.939656
Karimi, M. N., & Asadnia, F. (2015). EFL teachers' beliefs about oral corrective feedback and their feedback-providing practices across learners' proficiency levels. The Journal of Teaching Language Skills, 7(2), 39-68. https://doi.org/10.22099/jtls.2015.3582
Kavaliauskiené, G., & Anusiené, L. (2012). Case study: Learner attitudes towards the correction of mistakes. Social Technologies, 2(1), 88-101.
Kim, T. Y. (2009). The sociocultural interface between ideal self and ought to self: A case study of two Korean students' ESL motivation. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and L2 self (pp. 274-294). Multilingual Matters.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford University Press.
Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. https://doi.org/10.2307/3586253
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
Luu, T. H. (2020). Matches and mismatches between EFL teachers' and students' preferences for corrective feedback in English speaking classes at a Vietnamese university. VNU Journal of Foreign Studies, 36(1), 142-155. https://doi.org/10.25073/2525-2445/vnufs.4505
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66. https://doi.org/10.1017/S0272263197001034
Lyster, R., & Saiko, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
Martínez, J. d. D. (2012). Investigating Spanish EFL students' beliefs and preferences regarding the effectiveness of corrective feedback. International Journal of Humanities and Social Science, 2(19), 121-131.
McDonough, K. (2005). Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition, 27(1), 79-103. https://doi.org/10.1017/S0272263105050047
Ní Aogáin, S. (2019). Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language [Doctoral dissertation, Dublin City University]. http://doras.dcu.ie/22827/1/5.12.2018%20Final%20Copy.pdf
Nhac, T. H. (2022). Oral Corrective Feedback Preferences in English Lessons: Learners' and Teachers' Perspectives. European Journal of Educational Research, 11(3), 1643-1655.
Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96. https://doi.org/10.1016/j.system.2020.102405
Ha, X. V., & Murray, J. C. (2023). Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 27(1), 137-167.
Olson, J., & Platt, J. (2000). The instructional cycle: Teaching children and adolescents with special needs. Prentice-Hall, Inc.
Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System, 55, 111-122. https://doi.org/10.1016/j.system.2015.09.006
Rasmussen, J. (2001). The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5), 569-582. https://doi.org/10.1080/00220270110034369
Rassaei, E. (2014). Scaffolded feedback, recasts, and L2 development: A sociocultural perspective. The Modern Language Journal, 98(1), 417-431. https://doi.org/10.1111/j.1540-4781.2014.12060.x
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, apprenticeship. In J. V. Wertsch, P. del RiO & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139-164). Cambridge University Press.
Roothooft, H., & Breeze, R. (2016). A comparison of EFL teachers' and students' attitudes to oral corrective feedback. Language Awareness, 25(4), 318-335. https://doi.org/10.1080/09658416.2016.1235580
Sardareh, S. A., & Saad, M. R. M. (2012). A sociocultural perspective on assessment for learning: The case of a Malaysian primary school ESL context. Procedia - Social and Behaviorial Sciences, 66, 343-353.
Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7(2), 89-102. https://doi.org/10.1177/026765839100700202
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In S. Richard (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Second Language Learning & Curriculum Center, University of Hawai'i.
Shahidzade, F. (2017). Students' attitudes towards the use of regulated learning and corrective feedback in dialogic interactions in EFL classes. Modern Journal of Language Teaching Methods, 7(4), 341-350.
Sheen, Y. (2010). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 169-179. https://doi.org/10.1017/S0272263109990489
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Book & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G Widdowson (pp. 125-144). Oxford University Press.
Tesnim, O. (2019). Tunisian EFL teachers' beliefs and perceptions about oral corrective feedback. Communication and Linguistic Studies, 5(2), 45-53. https://doi.org/10.11648/j.cls.20190502.12
Thorne, S., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language development. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 487-500). Routledge.
Tran, K. N., & Nguyen, T. C. (2020). Teachers' perceptions about oral corrective feedback in EFL speaking classes: A case at colleges in the Mekong Delta, Vietnam. European Journal of Foreign Language Teaching, 5(2), 18-30. https://doi.org/10.46827/ejfl.v5i2.3322
Tran, T. B. P., & Nguyen, B. H. (2018). Teacher corrective feedback on students' speaking performance and their uptake in EFL classes. European Journal of Foreign Language Teaching, 3(3), 110-131. http://dx.doi.org/10.5281/zenodo.1321246
Truscott, J. (1999). What's wrong with oral grammar correction?. Canadian Modern Language Review, 55(4), 437-456. https://doi.org/10.3138/cmlr.55.4.437
Van der Stuyf, R. R. (2002). Scaffolding as a teaching strategy. Adolescent learning and development, 52(3), 5-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walqui, A., & Van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WesrEd.