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

Chen Hailuan

doi:doi:10.11648/j.ss.20200904.17

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

Chen Hailuan

Published in Social Sciences (Volume 9, Issue 4)

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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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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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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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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TY  - JOUR
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
DO  - 10.11648/j.ss.20200904.17
T2  - Social Sciences
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
ER  -

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Author Information

Chen Hailuan

Faculty of Teacher Education, Nanjing Normal University, Nanjing, China

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APA Style

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
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
DO  - 10.11648/j.ss.20200904.17
T2  - Social Sciences
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
ER  -

Copy | Download