Oral error correction in fel classes a final report on an experience as auxiliary researchers
El presente documento contiene el informe que trata del proceso cumplido durante los cuatro términos de la investigación sobre el Tratamiento de Error Oral en el aula del inglés como Lengua Extranjera. El primer capítulo expone el problema y sus componentes, presenta la organización de la investigac...
- Autores:
-
Navarro Gómez, Genis Emilce
Socha Briceño, Rosario
Becerra Riaño, Jairo Samuel
- Tipo de recurso:
- Fecha de publicación:
- 2002
- Institución:
- Universidad Autónoma de Bucaramanga - UNAB
- Repositorio:
- Repositorio UNAB
- Idioma:
- spa
- OAI Identifier:
- oai:repository.unab.edu.co:20.500.12749/25490
- Acceso en línea:
- http://hdl.handle.net/20.500.12749/25490
- Palabra clave:
- Education
Quality in education
Education research
English teaching
Foreign students
Interaction process
Language and languages
English (Semantics)
Educación
Calidad de la educación
Estudiantes extranjeros
Lenguaje y lenguas
Inglés (Semántica)
Educación investigaciones
Inglés enseñanza
Proceso de interacción
- Rights
- License
- http://creativecommons.org/licenses/by-nc-nd/2.5/co/
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers Education Quality in education Education research English teaching Foreign students Interaction process Language and languages English (Semantics) Educación Calidad de la educación Estudiantes extranjeros Lenguaje y lenguas Inglés (Semántica) Educación investigaciones Inglés enseñanza Proceso de interacción |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Oral error correction in fel classes a final report on an experience as auxiliary researchers |
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Navarro Gómez, Genis Emilce Socha Briceño, Rosario Becerra Riaño, Jairo Samuel |
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Balcárcel Zambrano, Gloria |
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Navarro Gómez, Genis Emilce Socha Briceño, Rosario Becerra Riaño, Jairo Samuel |
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Navarro Gómez, Genis Emilce [0000088035] Becerra Riaño, Jairo Samuel [0000605395] |
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Becerra Riaño, Jairo Samuel [0000-0002-4016-4304] |
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Education Quality in education Education research English teaching Foreign students Interaction process Language and languages English (Semantics) |
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Education Quality in education Education research English teaching Foreign students Interaction process Language and languages English (Semantics) Educación Calidad de la educación Estudiantes extranjeros Lenguaje y lenguas Inglés (Semántica) Educación investigaciones Inglés enseñanza Proceso de interacción |
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Educación Calidad de la educación Estudiantes extranjeros Lenguaje y lenguas Inglés (Semántica) |
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Educación investigaciones Inglés enseñanza Proceso de interacción |
| description |
El presente documento contiene el informe que trata del proceso cumplido durante los cuatro términos de la investigación sobre el Tratamiento de Error Oral en el aula del inglés como Lengua Extranjera. El primer capítulo expone el problema y sus componentes, presenta la organización de la investigación entorno al aprendizaje de la Lengua Inglesa, expone el objeto de la investigación y su organización en la Universidad Autónoma de Bucaramanga- UNAB, apoyada en tres estudios, el primero, que trata cómo los aprendices de la lengua y losprofesores toman turno para hablar y cuáles son las funciones del habla en la clase; el segundo, relativo al tratamiento del Error Oral en el aula de Lengua Inglesa y la manera como los profesores lo manejan; y el tercero sobre el Input gramatical.El segundo capítulo expone lo relacionado con los procesos investigativos del primer, segundo y tercer término; el primero de los cuales expone la descripción de las primeras observaciones de las situaciones del Error Oral y el análisis comparativo de las clases descritas, conforme a los procedimientos y la filosofía de la etnografía; por su parte el segundo y tercer término se refieren a Literature Review’ con el propósito de establecer claridad en los conceptos claves y la codificación de los errores. El capítulo tercero contiene una explicación de lo desarrollado en el cuarto término con relación a ‘Class Observation’ and ’lnstruments’; y se describen los procedimientos aplicados para el pilotaje del instrumento y el análisis de los datos. Finalmente se plantean las conclusiones y recomendaciones pertinentes. Complementan el informe las referencias y apéndices que soportan el proceso de investigación cumplida. |
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2002 |
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2002 |
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Allwrigth, D., & Bailey, (1912) Focus 011 the language classroom an introduction to classroom research for language teachers (2"d e<llt,on) Cambridge University Press, (pages 18-30). Allwright, D. L. (1980). Turns, topics, and tasks: patterns of participado» in language learning and teaching. In D. Larsen-Freeman (ed.), Discourse analysis in second language acquisition research (pp. 165-187). Rowley, Mass.: Newbury House. Balcarcel, G., & Rozo, M. (2000). Classroom Research. Preliminarv Considerations. (Pages 1-6). Bell Judith. (1996). Doing Your Research Project. Second Edition. St. Edmundsbury Press Ltd. (pages 3-50). Bell, Judith, (1993) Doing Your Research Project. A guide for first-time researchers in educado» and social science. St Edmundsbury Press Ltd. London. Brown, James, D. (1988). Understanding Research in Second Language Learning. A teacher’s guide to statistics and research design. Cambridge University Press.U.S.A. (Pages 1- 30). Chaudron, C. (1977a). A descriptive model of discourse in the corrcctive treatment of learner's errors. Language Learning. 27, pp.29-46. Chaudron, C. (1977b). The context and method of oral error correction in second language learning. Qualifying Research Paper, Ontario Institute for Studies in Educado», Toronto. Chaudron, C. (1993) Second Language Classrooms. Research on teaching and learning. Cambridge: Cambridge Univrsity Press. Catchcart, R. & Olsen, J.W.B. (1976) Teachers and Students preferences for correction of Classroom errors. In J. F. Fanselow & R. Crymes (Eds), Tesol. (Pages 45- 47). Washington: Tesol. Chenoweth, N. A., Day, R. R., Chun, A. E., & Luppescu, S. (1983) Attitudes and Preferences of nonnative speakers to corrective feedback. Studies in Second Language Acquisition. 6, 79-87. Courchene, R. (1980). The error analysis hypothesis, the contrastive analysis Hypothesis, and the correction of error in the second language classroom. TESL Talk, 11(2), 3-13, 11(3) 10-29. Creswell, J. (1998) Data Collection, in Qualitative Inquiry and Research, Design. Chapter7. Fanselow, J. F. (1977b). The treatment of learner error in oral work. Foreign Language Annals, 10, 583-593. Hendrickson, J. M. (1978). Error correction in foreign language teaching: recent theory, research, and practice Modern Language Journal, 62, pp.387-398 Ring, J.A., Monis, L.L. & Fitz-Gibben, C.T. (1992). Methods for Assessing Program Implementation. (2 Ed.) California: Sage Publications. Chapter 6. Long, M. H. (1977). Teacher feedback on learner error: mapping cognitions. In Brown, II. D., Yorio, C. A. & Crynies, R. H. (Eds.), TESOL, 77, Teaching and tearning English as a second language: trends in research and practice (pp. 278- 293). Washington, D.C.: TESOL. Merriam, S. B. (1998) Being a Careful Obscrver. In Qualitative Research and Case study applications in educations. Chapter 5. Nystron, N. J. (1983). Teacher-student interaction in bilingual classrooms: four approaches to error feedback. In H. W. Selinger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 169-188). Rowley, Mass: Newbury House. Tsui, Amy B. M. (1995). Classroom Interaction, Penguin English. U.K. (pages.7-20; 102-110). |
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Facultad Ciencias Sociales, Humanidades y Artes |
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Balcárcel Zambrano, Gloriaea736520-6a6a-428a-bef2-ed2a75a2295fNavarro Gómez, Genis Emilce9b8d8e22-185d-4161-bcb3-63a23bf0f11dSocha Briceño, Rosario41bb48b7-6af5-4d47-bc6a-313e25c0eb08Becerra Riaño, Jairo Samuel0c7c40b2-f431-48e4-9fd4-9fe3968b4ba7Navarro Gómez, Genis Emilce [0000088035]Becerra Riaño, Jairo Samuel [0000605395]Becerra Riaño, Jairo Samuel [0000-0002-4016-4304]Bucaramanga (Santander, Colombia)UNAB Campus Bucaramanga2024-07-15T13:04:46Z2024-07-15T13:04:46Z2002http://hdl.handle.net/20.500.12749/25490instname:Universidad Autónoma de Bucaramanga - UNABreponame:Repositorio Institucional UNABrepourl:https://repository.unab.edu.coEl presente documento contiene el informe que trata del proceso cumplido durante los cuatro términos de la investigación sobre el Tratamiento de Error Oral en el aula del inglés como Lengua Extranjera. El primer capítulo expone el problema y sus componentes, presenta la organización de la investigación entorno al aprendizaje de la Lengua Inglesa, expone el objeto de la investigación y su organización en la Universidad Autónoma de Bucaramanga- UNAB, apoyada en tres estudios, el primero, que trata cómo los aprendices de la lengua y losprofesores toman turno para hablar y cuáles son las funciones del habla en la clase; el segundo, relativo al tratamiento del Error Oral en el aula de Lengua Inglesa y la manera como los profesores lo manejan; y el tercero sobre el Input gramatical.El segundo capítulo expone lo relacionado con los procesos investigativos del primer, segundo y tercer término; el primero de los cuales expone la descripción de las primeras observaciones de las situaciones del Error Oral y el análisis comparativo de las clases descritas, conforme a los procedimientos y la filosofía de la etnografía; por su parte el segundo y tercer término se refieren a Literature Review’ con el propósito de establecer claridad en los conceptos claves y la codificación de los errores. El capítulo tercero contiene una explicación de lo desarrollado en el cuarto término con relación a ‘Class Observation’ and ’lnstruments’; y se describen los procedimientos aplicados para el pilotaje del instrumento y el análisis de los datos. Finalmente se plantean las conclusiones y recomendaciones pertinentes. Complementan el informe las referencias y apéndices que soportan el proceso de investigación cumplida.Abstract.......................................................................................................................................................................................................iii Acknowledgements...................................................................................................................................................................................iv Chapter one: the problem and its components ...................................................................................................................................1 Introduction.................................................................................................................................................................................................1 Rationale......................................................................................................................................................................................................1 Classroom research...................................................................................................................................................................................1 Oral error treatment ...................................................................................................................................................................................3 The probleni area of this study.................................................................................................................................................................3 Problem background..................................................................................................................................................................................3 Purpose of the study.................................................................................................................................................................................7 Research questions......................................................................................................................................................................................8 Significance of the study..............................................................................................................................................................................8 Auxiliary researchers................................................................................................................................................................................. 9 Role of auxiliary researchers ................................................................................................................................................................9 Chapter two litterature overv1ew.........................................................................................................................................................10 First mini - project...................................................................................................................................................................................10 Literatura review (reports).....................................................................................................................................................................12 Language class observations..................................................................................................................................................................13 English class report.................................................................................................................................................................................14 Second terni activity..................................................................................................................................................................................17 Code for recording observation of a class............................................................................................................................................20 Building models........................................................................................................................................................................................21 Elicitation techniques..............................................................................................................................................................................21 Tliird temí activity.....................................................................................................................................................................................22 Chapter three la obseervacion de la clase..........................................................................................................................................60 Inducción previa a las prácticas de observación y de aplicación a los instrumentos...................................................................67 Presentación de los instrumentos.......................................................................................................................................................68 Indicaciones para las prácticas de observación...............................................................................................................................68 Comprensión de la composición y funcionamiento del instrumento............................................................................................70 Aplicación del instrumento.................................................................................................................................................................70 Tipificación de los casos de corrección de los errores orales........................................................................................................70 Análisis estadístico de la información...................................................................................................................................................71 Observación.............................................................................................................................................................................................72 Experiencia en el colegio seminario menor..........................................................................................................................................72 Experiencia en la universidad de pamplona..........................................................................................................................................73 Observación indirecta.............................................................................................................................................................................76 Survey to the teachers...............................................................................................................................................................................77 Fourtli temí ............................................................................................................................................................................................78 Reflections and observation check list...............................................................................................................................................78 Data analysis........................................................................................................................................................................................79 Survey conclussions..................................................................................................................................................................................80 Grabaciones..............................................................................................................................................................................................83 Registro audio-visual y sonoro de la clase............................................................................................................................................83 Trascripción de la clase...........................................................................................................................................................................83 Indicación de los registros......................................................................................................................................................................84 Conclusiones y recomendaciones.........................................................................................................................................................85 List of references........................................................................................................................................................................................88 Appendixes a and b ................................................................................................................................................................................90 Appendix c. Sample of consent fonn....................................................................................................................................................91 Appendix d. A sample of the applied instrument...............................................................................................................................93 Appendix e. Symbols transcription.......................................................................................................................................................95 Appendix f. A sample of the transcriptions..........................................................................................................................................96 Second-term activity. Annexes.................................................................................................................................................................. Anexo 1 students’ survey...................................................................................................................................................................108 Anexo 2 english teacher’s survey .....................................................................................................................................................109 Anexo 3 student’s diaries.....................................................................................................................................................................110 Anexo 4 field notes...............................................................................................................................................................................111 Anexo 5 schedule for observation.....................................................................................................................................................112 Anexo 6 journal........................................................................................................................................................................................113 Anexo 7 delayed observation..................................................................................................................................................................114 Anexo 8 short construction ....................................................................................................................................................................115 Fourth term annexes................................................................................................................................................................................. Anexo 2 survey.........................................................................................................................................................................................116 Anexo 3 survey register table.................................................................................................................................................................118 Anexo 4 average of surveys.....................................................................................................................................................................119 Anexo 5 results of averages...................................................................................................................................................................120MaestríaThis document contains the report that deals with the process completed during the four terms of the research on the Treatment of Oral Error in the English as a Foreign Language classroom. The first chapter exposes the problem and its components, presents the organization of the research around the learning of the English Language, exposes the object of the research and its organization at the Autonomous University of Bucaramanga- UNAB, supported by three studies, the first, which deals with how language learners and teachers take turns speaking and what the functions of speech are in the classroom; the second, related to the treatment of Oral Error in the English Language classroom and the way in which teachers handle it; and the third on the grammatical input. The second chapter explains what is related to the investigative processes of the first, second and third term; the first of which presents the description of the first observations of the Oral Error situations and the comparative analysis of the described classes, in accordance with the procedures and philosophy of ethnography; For its part, the second and third terms refer to Literature Review' with the purpose of establishing clarity in the key concepts and the coding of errors. The third chapter contains an explanation of what was developed in the fourth term in relation to 'Class Observation' and 'instruments'; and the procedures applied to pilot the instrument and analyze the data are described. Finally I know present the relevant conclusions and recommendations. The report is complemented by references and appendices that support the completed research process.Modalidad Presencialapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)Atribución-NoComercial-SinDerivadas 2.5 Colombiahttp://purl.org/coar/access_right/c_abf2Oral error correction in fel classes a final report on an experience as auxiliary researchersOral error correction in fel classes a final report on an experience as auxiliary researchersMagíster en EducaciónUniversidad Autónoma de Bucaramanga UNABFacultad Ciencias Sociales, Humanidades y ArtesMaestría en Educacióninfo:eu-repo/semantics/masterThesisTesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/redcol/resource_type/TMEducationQuality in educationEducation researchEnglish teachingForeign studentsInteraction processLanguage and languagesEnglish (Semantics)EducaciónCalidad de la educaciónEstudiantes extranjerosLenguaje y lenguasInglés (Semántica)Educación investigacionesInglés enseñanzaProceso de interacciónAllwrigth, D., & Bailey, (1912) Focus 011 the language classroom an introduction to classroom research for language teachers (2"d e<llt,on) Cambridge University Press, (pages 18-30).Allwright, D. L. (1980). Turns, topics, and tasks: patterns of participado» in language learning and teaching. In D. Larsen-Freeman (ed.), Discourse analysis in second language acquisition research (pp. 165-187). Rowley, Mass.: Newbury House.Balcarcel, G., & Rozo, M. (2000). Classroom Research. Preliminarv Considerations. (Pages 1-6).Bell Judith. (1996). Doing Your Research Project. Second Edition. St. Edmundsbury Press Ltd. (pages 3-50).Bell, Judith, (1993) Doing Your Research Project. A guide for first-time researchers in educado» and social science. St Edmundsbury Press Ltd. London.Brown, James, D. (1988). Understanding Research in Second Language Learning. A teacher’s guide to statistics and research design. Cambridge University Press.U.S.A. (Pages 1- 30).Chaudron, C. (1977a). A descriptive model of discourse in the corrcctive treatment of learner's errors. Language Learning. 27, pp.29-46.Chaudron, C. (1977b). The context and method of oral error correction in second language learning. Qualifying Research Paper, Ontario Institute for Studies in Educado», Toronto.Chaudron, C. (1993) Second Language Classrooms. Research on teaching and learning. Cambridge: Cambridge Univrsity Press.Catchcart, R. & Olsen, J.W.B. (1976) Teachers and Students preferences for correction of Classroom errors. In J. F. Fanselow & R. Crymes (Eds), Tesol. (Pages 45- 47). Washington: Tesol.Chenoweth, N. A., Day, R. R., Chun, A. E., & Luppescu, S. (1983) Attitudes and Preferences of nonnative speakers to corrective feedback. Studies in Second Language Acquisition. 6, 79-87.Courchene, R. (1980). The error analysis hypothesis, the contrastive analysis Hypothesis, and the correction of error in the second language classroom. TESL Talk, 11(2), 3-13, 11(3) 10-29.Creswell, J. (1998) Data Collection, in Qualitative Inquiry and Research, Design. Chapter7. Fanselow, J. F. (1977b). The treatment of learner error in oral work. Foreign Language Annals, 10, 583-593.Hendrickson, J. M. (1978). Error correction in foreign language teaching: recent theory, research, and practice Modern Language Journal, 62, pp.387-398Ring, J.A., Monis, L.L. & Fitz-Gibben, C.T. (1992). Methods for Assessing Program Implementation. (2 Ed.) California: Sage Publications. Chapter 6.Long, M. H. (1977). Teacher feedback on learner error: mapping cognitions. In Brown, II. D., Yorio, C. A. & Crynies, R. H. (Eds.), TESOL, 77, Teaching and tearning English as a second language: trends in research and practice (pp. 278- 293). Washington, D.C.: TESOL.Merriam, S. B. (1998) Being a Careful Obscrver. In Qualitative Research and Case study applications in educations. Chapter 5.Nystron, N. J. (1983). Teacher-student interaction in bilingual classrooms: four approaches to error feedback. In H. W. Selinger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 169-188). Rowley, Mass: Newbury House.Tsui, Amy B. M. (1995). Classroom Interaction, Penguin English. U.K. (pages.7-20; 102-110).ORIGINAL2002_Tesis_Genis_Navarro_OCR.pdf2002_Tesis_Genis_Navarro_OCR.pdfTesisapplication/pdf27747405https://repository.unab.edu.co/bitstream/20.500.12749/25490/1/2002_Tesis_Genis_Navarro_OCR.pdf4091a464cf0f920084b0808996a4eaadMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8829https://repository.unab.edu.co/bitstream/20.500.12749/25490/2/license.txt3755c0cfdb77e29f2b9125d7a45dd316MD52open accessTHUMBNAIL2002_Tesis_Genis_Navarro_OCR.pdf.jpg2002_Tesis_Genis_Navarro_OCR.pdf.jpgIM Thumbnailimage/jpeg7548https://repository.unab.edu.co/bitstream/20.500.12749/25490/3/2002_Tesis_Genis_Navarro_OCR.pdf.jpgdabbc6c554addf021c28e023e85321d8MD53open access20.500.12749/25490oai:repository.unab.edu.co:20.500.12749/254902024-07-15 22:02:07.538open accessRepositorio Institucional | Universidad Autónoma de Bucaramanga - UNABrepositorio@unab.edu.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 |