期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2014
卷号：3
期号：5
页码：82-90
DOI：10.7575/aiac.ijalel.v.3n.5p.82
出版社：Australian International Academic Centre PTY. LTD.
摘要：Despite a laissez-faire approach to errors nowadays, appropriate corrective feedback makes an educational environment more communicative and effective. The present correlational study sought to scrutinize the relationship between EFL teachers’ preferences of corrective feedback (CF) and their attitudes towards principles of communicative language teaching (CLT). To do so, 108 EFL teachers completed a questionnaire containing three parts, e.g. demographic information, attitudes towards principles of CLT (24 items adopted from Chang, 2011) and CF preferences. Results of Chi Square Test confirmed the relationship between these two variables. It was also found that elicitation and metalinguistic feedback were the most frequently selected types by the participants as well as preferences of those EFL teachers who gained higher scores in CLT attitude scale. The findings can provide pedagogical implications to employ particular types of CFs in English classrooms to pave the ways for effective communication in EFL settings.
其他摘要：Despite a laissez-faire approach to errors nowadays, appropriate corrective feedback makes an educational environment more communicative and effective. The present correlational study sought to scrutinize the relationship between EFL teachers’ preferences of corrective feedback (CF) and their attitudes towards principles of communicative language teaching (CLT). To do so, 108 EFL teachers completed a questionnaire containing three parts, e.g. demographic information, attitudes towards principles of CLT (24 items adopted from Chang, 2011) and CF preferences. Results of Chi Square Test confirmed the relationship between these two variables. It was also found that elicitation and metalinguistic feedback were the most frequently selected types by the participants as well as preferences of those EFL teachers who gained higher scores in CLT attitude scale. The findings can provide pedagogical implications to employ particular types of CFs in English classrooms to pave the ways for effective communication in EFL settings.
关键词：Corrective Feedback (CF); Communicative Language Teaching (CLT); EFL Teachers
其他关键词：Corrective Feedback (CF);Communicative Language Teaching (CLT);EFL Teachers
