The organization of delayed second language correction

Rolin-Ianziti, Jeanne (2010) The organization of delayed second language correction. Language Teaching Research, 14 2: 183-206. doi:10.1177/1362168809353874

Author Rolin-Ianziti, Jeanne
Title The organization of delayed second language correction
Journal name Language Teaching Research   Check publisher's open access policy
ISSN 1362-1688
Publication date 2010-04
Sub-type Article (original research)
DOI 10.1177/1362168809353874
Volume 14
Issue 2
Start page 183
End page 206
Total pages 24
Place of publication London, United Kingdom
Publisher Sage Publications
Collection year 2011
Language eng
Abstract The present study uses a conversation analytic framework to examine the organization of a type of classroom talk: the delayed correction sequence. Such talk occurs when teacher and students interactively correct errors after the students have completed a communicative activity. This study investigates naturally occurring instances of correction accomplished by four teachers of introductory French and their students and uncovers two main approaches to delayed correction: (1) teacher-initiated correction, and (2) teacher-initiated student-correction. The detailed examination of delayed correction examples may be fruitful to training purposes by showing teachers the options they may enact in the language classroom. © The Author(s) 2010.
Keyword Delayed correction
Institutional interaction
CA tools
Teacher training
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2011 Collection
School of Languages and Cultures Publications
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Citation counts: TR Web of Science Citation Count  Cited 9 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
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Created: Sun, 23 May 2010, 00:02:04 EST