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You searched for subject:(classrroom discourse analysis). Showing records 1 – 2 of 2 total matches.

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1. Pellicer García, María Pilar. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.

Degree: 2018, TDX

The purpose of this study is to examine the feedback which tends to be used when correcting productive spoken language errors in the classroom context, and in turn the relationship between feedback types and types of errors in a classroom. This study explores how errors are dealt with in an English as a Foreign Language classroom and in four different subjects through content teaching in an experimental English immersion programme at second level Primary Education. What I intend to find out is which strategies are usually chosen to correct, which are the most frequent errors our students make and if there is a relationship between the type of error, the type of feedback used and the subject. Moreover, the acceptance of errors is studied, as well as repair of those errors and teacher confirmation. The setting of this study was a second level class, in a state school in Alzira, Valencia. This school has been running an Experimental English Programme since 2009. The pupils being taught are aged 7 and 8 years old. All students were born in Spain, although some parents come from different nations. English is a foreign language for all of them. For the study, fifty-one lessons of 45 minutes each, dealing with five different subjects were recorded. The chosen subjects were English, Maths, Science, Arts and Crafts and Educational Attention (Atención Educativa). Forty lessons out of the fifty-one recorded were selected for the transcription, that is eight lessons of each subject, summing up a total of 40 lessons transcribed, of approximately 45 minutes each, that is 30 hours of classroom interaction. The recordings took place from January to May 2015. In the classroom, feedback can be defined as the information that learners may receive from the teacher about their performance. Feedback is generally given for informational and/or motivational purposes. But the feedback pupils receive can boost their self-esteem, motivate and engage students, or it can demoralise and alienate them. Feedback can be seen as one of the pedagogic principles that plays a very important role in helping develop students’ foreign or second language proficiency. We can state that when students are learning a language they will make errors, as it happens when they are learning their mother tongue. Although there are some differences between the acquisition of the mother tongue and the learning of a second language, there are many common points. In classroom settings, when a learner makes a spoken error in the target language, we will see that the teacher has two choices; either to address it, or to ignore it. This could lead to some disagreement among teachers about when the error should be corrected, what errors should be corrected and how to correct the errors, as there may be teachers who may attempt to correct all of their students’ errors, while others may only focus on correcting errors that are directly related to the topic being addressed in a particular lesson, or errors that inhibit communication, or even choose to correct them or not… Advisors/Committee Members: Clavel Arroitia, Begoña, Pennock Speck, Barry, Departament de Filologia Anglesa i Alemanya.

Subjects/Keywords: analysis of corrective feedback; errors; correction; clil; classrroom discourse analysis; types of errors; types of correction; uptake; teacher´s confirmation; repair; EFL teaching; UNESCO::LINGÜÍSTICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pellicer García, M. P. (2018). Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. (Thesis). TDX. Retrieved from http://hdl.handle.net/10803/571310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.” 2018. Thesis, TDX. Accessed September 18, 2019. http://hdl.handle.net/10803/571310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.” 2018. Web. 18 Sep 2019.

Vancouver:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Internet] [Thesis]. TDX; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10803/571310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Thesis]. TDX; 2018. Available from: http://hdl.handle.net/10803/571310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Valencia

2. Pellicer García, María Pilar. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.

Degree: 2017, Universitat de Valencia

Esta tesis doctoral analiza el feedback correctivo en una clase plurilingüe desde una perspectiva CLIL. El objetivo de este estudio es examinar el feedback que tiende a ser utilizado cuando se corrigen los errores orales en clase comparando diferentes asignaturas, todas ellas impartidas en lengua inglesa. Para ello se analiza la relación entre tipos de feedback y tipos de errores en diferentes asignaturas. Lo que se intenta averiguar es qué estrategias normalmente se eligen para corregir, qué tipo de error es el más frecuente y si hay alguna relación entre tipo de error, el feedback utilizado y la asignatura. Para el estudio se realizaron grabaciones de las clases con video cámara. Las asignaturas grabadas fueron Maths, English, Natural Science, Arts and Crafts y Educational Attention (Atención Educativa). Se compara las principales diferencias y similitudes en los resultados obtenidos en las diferentes asignaturas, teniendo en cuenta que 4 de ellas son asignaturas en las que el contenido se enseña en inglés (Maths, Science, Educational Attention y Arts and Crafts) y la otra asignatura es inglés como lengua extranjera (English). Además, también se analizó la aceptación del error, la reparación del error, la confirmación por parte del maestro y su relación con el tipo de error, de feedback y asignatura. El estudio explora cómo son tratados los errores en un centro público experimental de inmersión lingüística en inglés en segundo curso de Educación Primaria. Para el estudio, se realizaron grabaciones de las clases de las cinco diferentes asignaturas de los alumnos de segundo de Educación Primaria desde enero a mayo de 2015, obteniendo un total de 51 sesiones grabadas de 45 minutos cada una. Esto hace un total de 2.295 minutos (38,25 horas) de grabación de interacción en el aula. De esas 51 sesiones grabadas, se seleccionaron 8 sesiones de cada asignatura para la transcripción, lo que significa 40 sesiones transcritas en total. Esto nos hace tener un corpus de transcripción a analizar de 1800 minutos (30 horas). El colegio donde se realizaron las grabaciones es el Centro de Educación de Infantil y Primaria (CEIP) Gloria Fuertes. El CEIP Gloria Fuertes un centro público de Educación Infantil y Primaria de Alzira, Valencia, que sigue un programa lingüístico experimental de inmersión lingüística en inglés, junto a otros 5 en total en toda la Comunidad Valenciana (2 por provincia). El programa experimental fue aprobado en el año 2009, empezando con los alumnos de infantil de 3 años y habiendo llegado el programa en el 2015 hasta los alumnos de tercero de primaria. En los demás cursos que aún no ha llegado el programa experimental siguen el Programa d’Ensenyament en Valencià Enriquit (PEVE) i el Programa d’Incorporació Progressiva Enriquit (PIPE). Los 27 alumnos que participaron en este estudio tenían entre 7 y 8 años, de los cuales 10 eran niñas y 17 eran niños. Todos ellos estaban en segundo de primaria. El grupo de alumnos era heterogéneo, con una alumna que había repetido, un alumno con necesidades específicas… Advisors/Committee Members: Clavel Arroitia, Begoña (advisor).

Subjects/Keywords: analysis of corrective feedback; errors; correction; clil; classrroom discourse analysis; types of errors; types of correction; uptake; teacher´s confirmation; repair; EFL teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pellicer García, M. P. (2017). Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. (Doctoral Dissertation). Universitat de Valencia. Retrieved from http://hdl.handle.net/10550/58330

Chicago Manual of Style (16th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. ” 2017. Doctoral Dissertation, Universitat de Valencia. Accessed September 18, 2019. http://hdl.handle.net/10550/58330.

MLA Handbook (7th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. ” 2017. Web. 18 Sep 2019.

Vancouver:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Internet] [Doctoral dissertation]. Universitat de Valencia; 2017. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10550/58330.

Council of Science Editors:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Doctoral Dissertation]. Universitat de Valencia; 2017. Available from: http://hdl.handle.net/10550/58330

.