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Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects

Received: 6 July 2020     Accepted: 17 July 2020     Published: 28 July 2020
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Abstract

Having been generally believed to impact on teachers’ practice, teachers’ belief has been studied for several decades, most of which concentrates on grammar teaching and learning. Moreover, the role of corrective feedback (CF) in second language acquisition has received considerable attention over the past decades. The studies concentrated on the overall effect of feedback on second and foreign language development, including the occurrence and effects of different types of feedback, leaners’ perception of CF, etc. In general, having been divided into three major categories (grammar, vocabulary and pronunciation), CF has been proved to have a positive effect on overall language learning. However, despite numerous studies on CF from various perspectives, the researches on teachers’ CF beliefs are fewer and that on CF beliefs in relation to practices are even scantier. As both teachers’ belief and CF are drawing greater attention, some researchers suggested making a combination between them. But up to now, few studies have focused on senior high school teachers’ CF belief on practices in EFL contexts, making it hard to figure out the significance of the relationship between CF belief and practice, and the factors that impact the relationship. Hence, this paper aims at exploring the history of the development of teachers’ belief and instructional practices of CF in grammar teaching at home and abroad, aiming at deepening the understanding of teachers’ underlying thoughts and providing suggestions for teacher education and future study orientation.

Published in Social Sciences (Volume 9, Issue 4)
DOI 10.11648/j.ss.20200904.17
Page(s) 128-134
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Teacher Belief, Grammar Teaching, Corrective Feedback (CF)

References
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Cite This Article
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    Chen Hailuan. (2020). Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects. Social Sciences, 9(4), 128-134. https://doi.org/10.11648/j.ss.20200904.17

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    ACS Style

    Chen Hailuan. Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects. Soc. Sci. 2020, 9(4), 128-134. doi: 10.11648/j.ss.20200904.17

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    AMA Style

    Chen Hailuan. Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects. Soc Sci. 2020;9(4):128-134. doi: 10.11648/j.ss.20200904.17

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  • @article{10.11648/j.ss.20200904.17,
      author = {Chen Hailuan},
      title = {Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects},
      journal = {Social Sciences},
      volume = {9},
      number = {4},
      pages = {128-134},
      doi = {10.11648/j.ss.20200904.17},
      url = {https://doi.org/10.11648/j.ss.20200904.17},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20200904.17},
      abstract = {Having been generally believed to impact on teachers’ practice, teachers’ belief has been studied for several decades, most of which concentrates on grammar teaching and learning. Moreover, the role of corrective feedback (CF) in second language acquisition has received considerable attention over the past decades. The studies concentrated on the overall effect of feedback on second and foreign language development, including the occurrence and effects of different types of feedback, leaners’ perception of CF, etc. In general, having been divided into three major categories (grammar, vocabulary and pronunciation), CF has been proved to have a positive effect on overall language learning. However, despite numerous studies on CF from various perspectives, the researches on teachers’ CF beliefs are fewer and that on CF beliefs in relation to practices are even scantier. As both teachers’ belief and CF are drawing greater attention, some researchers suggested making a combination between them. But up to now, few studies have focused on senior high school teachers’ CF belief on practices in EFL contexts, making it hard to figure out the significance of the relationship between CF belief and practice, and the factors that impact the relationship. Hence, this paper aims at exploring the history of the development of teachers’ belief and instructional practices of CF in grammar teaching at home and abroad, aiming at deepening the understanding of teachers’ underlying thoughts and providing suggestions for teacher education and future study orientation.},
     year = {2020}
    }
    

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    T1  - Teacher Belief of Corrective Feedback in Grammar Teaching: Current Status and Future Prospects
    AU  - Chen Hailuan
    Y1  - 2020/07/28
    PY  - 2020
    N1  - https://doi.org/10.11648/j.ss.20200904.17
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    JF  - Social Sciences
    JO  - Social Sciences
    SP  - 128
    EP  - 134
    PB  - Science Publishing Group
    SN  - 2326-988X
    UR  - https://doi.org/10.11648/j.ss.20200904.17
    AB  - Having been generally believed to impact on teachers’ practice, teachers’ belief has been studied for several decades, most of which concentrates on grammar teaching and learning. Moreover, the role of corrective feedback (CF) in second language acquisition has received considerable attention over the past decades. The studies concentrated on the overall effect of feedback on second and foreign language development, including the occurrence and effects of different types of feedback, leaners’ perception of CF, etc. In general, having been divided into three major categories (grammar, vocabulary and pronunciation), CF has been proved to have a positive effect on overall language learning. However, despite numerous studies on CF from various perspectives, the researches on teachers’ CF beliefs are fewer and that on CF beliefs in relation to practices are even scantier. As both teachers’ belief and CF are drawing greater attention, some researchers suggested making a combination between them. But up to now, few studies have focused on senior high school teachers’ CF belief on practices in EFL contexts, making it hard to figure out the significance of the relationship between CF belief and practice, and the factors that impact the relationship. Hence, this paper aims at exploring the history of the development of teachers’ belief and instructional practices of CF in grammar teaching at home and abroad, aiming at deepening the understanding of teachers’ underlying thoughts and providing suggestions for teacher education and future study orientation.
    VL  - 9
    IS  - 4
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Author Information
  • Faculty of Teacher Education, Nanjing Normal University, Nanjing, China

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