MACEDONIAN STUDENTS’ ATTITUDES AND PREFERENCES OF ENGLISH AS A SECOND LANGUAGE TO ERRORS AND MISTAKES
Abstract
Knowing students’ attitudes towards a new language can be very useful for language teachers. If the techniques used to correct errors do not meet students’ preferences, subsequent negative attitudes may emerge. This is why teachers should take into consideration students’ preferences for being corrected. Many studies centre on the effect of feedback on students’ writing, but they omit learners’ attitudes and preferences towards corrective feedback (Katayama, 2007). In education, corrective feedback is viewed as crucial for motivating learners and helping their learning. A growing body of research on corrective feedback in ESL points to its importance for the process of language acquisition. The responses show that ESL learners generally have a positive attitude towards error correction.
Keywords: corrective feedback, error correction, attitudes, ESL.
References
Block, D., A. (1996). Window on the classroom: classroom events viewed from different angles, in Bailey & Nunan : pp168 – 194.
Brown, H. D. (2007). Principles of Language Learning and Teaching. London: Longman.
Cathcart, R. & Olson, J. (1979). Teachers’ and Students’ Preference for Correction of Classroom Conversation Errors’, in J. Fanselow and R. Grymes (eds), on TESOL 76. TESOL, Washington DC.41-3.
Corder, S. P. (1967).The Significance of Learners’ Errors, ERAL, 5.
Corder, S. P. (1973). Introducing Applied Linguistic. London: Penguin Books Ltd.
Corder, S. P. (1981). Error and Interlanguage. Oxford: Oxford University Press.
Delija, S., Këçira, R., Ackles, N., & Iseni, A. (2016). Understanding and Responding to Language Errors. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 2(3), 222-229.
Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Michigan: Harcourt Brace Jovanovich College Publishers.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Fantozzi, P. (1998). Teaching in Action Case Studies from Second Language Classroom. Virginia: Teachers of English to Speakers of Other Languages, Inc.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press: pp319.
Iseni, A. (2006). A practical English grammar. ID EST, 274.
Iseni, A. (2011). Assessment, Testing and Correcting Studentsxs' Errors and Mistakes. Language Testing in Asia, 1(3), 1-31.
Iseni, A. (2013). Mistakes Made by a Group of Albanian Students of English during their Classroom Oral Interactions. Journal of Education and Practice, 4(21).
Iseni, A., Almasaeid, A. A., & Younes, M. A. B. (2016). The role of discourse markers and cohesive devices in writing: EFL students a case study. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 2(4), 35-48.
Iseni, A., Mehmedi, A., Iseni, B., & Ismailov, G. M. (2019). Russian-influenced English in Anthony Burgess’ sa Clockwork Orange. Russian Linguistic Bulletin, (4 (20)).
Katayama, A. (2007). Japanese EFL students’ preferences toward correction of classroom oral errors. Asian EFL Journal, 9, 289-305.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon
Leki, I. (1991). The Preference of ESL Students for Error Correction in College-level Writing Classes. Foreign Language Annals, 24, 180-203.
López Valero, A., Encabo Fernández, E., Iseni, A., & Clarkson, C. P. (2008). Teachers’ attitudes towards correcting students’ written errors and mistakes.
Martínez, I. J., Tembra, J. J. V., Fernández, E. E., & Iseni, A. (2016). Comparing Languages Through the Process of Story Making. The Reception of Linguistic Structures from Teacher’s Training Students in Spain. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 2(2), 44-52.
Tafani, V., Iseni, A., & Iseni, B. (2020). The Incorporation of Teaching Culture with Technology Enhances Learning English as a FL. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 8.
Talka, E., & Iseni, A. (2016). Challanges of Change in Compulsory Educational System. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 2(3), 65-72.
Tembra, J. J. V., & Iseni, A. (2016). ADVANTAGES AND DISADVANTAGES OF BILINGUALISM BY URIEL WEINREICH AND EINAR HAUGEN. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 1(1), 12-19.
Truscott, J. (1999). The case for “the case against grammar correction in L2 writing classes”. A response to Ferris. Journal of Second Language Writing, 8, 111-122.
Valero, A. L., Fernández, E. E., Iseni, A., & Clarkson, C. P. (2008). The Attitudes Teachers Should Keep Towards Correcting Their Student's Errors and Mistakes. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (10), 21-30.
Zacharias, N. (2007). Teacher and student attitudes toward teacher feedback. SAGE Publications, 38, 38-52.
Zubov, D., SHIKOSKA, U. R., ZHARIKOV, E., & Iseni, A. (2015). Science and University Education: One Subjective Point of View about Foreign Teachers. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 1(2), 31-36.
Zheng, Y., & Iseni, A. (2017). Authenticity in language testing. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies, 6(8), 9-14.
Zhu, H. (2010) An analysis of college students’ attitudes towards error correction in EFL context. English Language Teaching, 3, 127-130.
Downloads
Published
How to Cite
Issue
Section
License
Declaration/Copyright transfer:
1. In consideration of the undertaking set out in paragraph 2, and upon acceptance by ANGLISTICUM for publication of the manuscript in the Journal, I/We hereby assign and transfer publication rights to ANGLISTICUM, whereas I/We retain the copyright for the manuscript. This assignment provides ANGLISTICUM the sole right and responsibility to publish the manuscript in its printed and online version, and/or in other media formats.
2. In consideration of this assignment, ANGLISTICUM hereby undertakes to prepare and publish the manuscript in the Journal, subject only to its right to refuse publication if there is a breach of the Author’s warranty in paragraph 4 or if there are other reasonable grounds.
3. Editors and the editorial board of ANGLISTICUM are empowered to make such editorial changes as may be necessary to make the Manuscript suitable for publication.
4. I/We hereby acknowledge that: (a) The manuscript submitted is an original work and that I/We participated in the work substantively and thus I/We hereby are prepared to take public responsibility for the work; (b) I/We hereby have seen and approved the manuscript as submitted and that the manuscript has not either been published, submitted or considered for publication elsewhere; (c) The text, illustration, and any other materials included in the manuscript do not infringe upon any existing copyright or other rights of anyone.
5. I/We hereby indemnify ANGLISTICUM and the respective Editors of the Journal as mentioned in paragraph 3, and hold them harmless from any loss, expense or damage occasioned by a claim or suit by a third party for copyright infringement, or any suit arising out of any breach of the foregoing warranties as a result of publication of the manuscript.