PE‌ ۱۰۵

Error management behaviors in EFL‌ classroom: teacherʹs responses to oral errors

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

۹۶/۰۴/۱۳

۱۳۸ص.

هدي ديوسر

فريدون وحداني

error , oral skill , error management behavior

ديوسر،هدي،راهنما , وحداني،فريدون،مشاور

Everyday teachers and studentsdeal with errors and learn from mistakes. Since errors play fundamental roles in the learning process, teachers’ error management process has a substantial effect on learning and teaching in EFL setting (Frese& Keith, 2015). The purpose of this thesis was to investigate the types of error management behaviors and the reasons why these type of behaviors were shown by EFL teachers in intermediate level classes of male and female EFL learners. In this study, 15EFL instructors were selected in order to consider their error management behaviors. Real-time observation of the classes under investigation was done in 45 sessions during a semester. In other words, three sessions of each teacher’s classes were observed and their voice was recorded.Based on a 21-item checklist, teachers’ error management behaviors were classified under three main categoriesincludingnegative error management, positive error management, and teacher correction.The results of descriptive statistics namely frequency and percentageshowed that the number of using each behavior depends on the teacher’sperception toward errors and recognition and requirementof which kind of strategies within error situations must be used.Based on the results of observation, opinions for using these behaviors sometimes were different among teachersespecially for using negative error management. Most teachers believed that using positive strategies toward errors are better than negative strategies. The results of this study provide guiding light to the teachers as well as to future researchers in their respective academic enterprise.

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منتخبي

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