The self-correction of speech errors (McCormick, O’Neill & Siskin)

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The self-correction of speech errors

McCormick, O’Neill & Siskin

Abstract

The purposes of the second year of this project are: 1) to continue to examine and describe the extent of self-correction among English-as-a-second-language (ESL) students of varying proficiency levels during recorded speaking activities; and 2) determine if the self-correction process has an immediate impact on spoken production. Despite the myriad studies on corrective feedback in second language acquisition and second language pedagogy research literature, few studies address the issue of the learner as the source of feedback. This study, in contrast, will focus on the learner as a primary source of corrective feedback. Based on classroom anecdotal evidence, we believe learners are an effective source of corrective feedback if provided with opportunity, time, and support.

Background and Significance

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Hypothesis

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Explanation

Annotated bibliography

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