Teachers’ Response to Serbian EFL Learners’ Pronunciation Errors
The present paper aims at discovering what type of feedback Serbian teachers resort to when correcting their students’ mispronounced words or utterances. To accomplish the previously stated aim of the study, we conducted a survey investigating teachers’ preferences for specific types of corrective f...
| الحاوية / القاعدة: | Romanian Journal of English Studies |
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| المؤلف الرئيسي: | |
| التنسيق: | مقال |
| اللغة: | الإنجليزية |
| منشور في: |
Sciendo
2013-03-01
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://doi.org/10.2478/rjes-2013-0008 |
| الملخص: | The present paper aims at discovering what type of feedback Serbian teachers resort to when correcting their students’ mispronounced words or utterances. To accomplish the previously stated aim of the study, we conducted a survey investigating teachers’ preferences for specific types of corrective feedback and the results indicate that the most frequently employed type of feedback among Serbian EFL teachers is recast, whereas the least preferred one is direct or explicit correction. The total of 55 teachers from primary, secondary schools and colleges participated in the survey. |
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| تدمد: | 1584-3734 |