The effect of teacher´s error correction strategies on students´writing, 7th grade, Public School Instituto Nacional de Camoapa, Boaco II Semestre, 2013

Rivera Suárez, Alexandra and Salazar, Francisco (2013) The effect of teacher´s error correction strategies on students´writing, 7th grade, Public School Instituto Nacional de Camoapa, Boaco II Semestre, 2013. Otra thesis, Universidad Nacional Autónoma de Nicaragua, Managua.

Preview	Text (Texto Completo) 784.pdf Download (809kB) | Preview
Preview	Image 88x31_cc.png Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1kB) | Preview

Resumen

The main role of English as Second Language (ESL) writing teachers is to help their students improve their writing proficiency in accordance with students needs and objective.

How to best achieve is the concern of many ESL writing teachers and researchers (Polio, 2003).

Providing feedback is viewed- both by teachers and students- as an important part of ESL writing instruction (Enginarla, 1994). One type of feedback that ESL writing teachers provide is error correction.

It is perhaps the most widely used method for responding to
students writing. For teachers, it represents the largest allocation of time they spend as writing instructors; and for students, error correction may be the most important component that will contribute to their success as writers (Ferris, 2003).

Learning a foreign language is a lifelong process and it is often a challenging experience for language learners. Most if not all writing teachers would agree that composition
writing is one of the most difficult subjects for foreign language learners.

Providing written feedback is indispensable because it plays an important role in guiding, motivating, and encouraging students to improve their accuracy in second language (L2) writing.

From this point of view, it is clear that teachers´beliefs, which influence their L2 writing instruction, and students´attitude and preferences regarding error correction, are important (Journal of Education, 2012).
Effectiveness

Item Type:	Thesis (Otra)
Información Adicional:	Seminario-(Licenciados en Ciencias de la educación con mención en Inglés)-Universidad Nacional Autónoma de Nicaragua
Palabras Clave Informales:	Inglés-Enseñanza Lengua extranjera Inglés-Seminarios-2013
Materias:	400 Lenguas > 420 Inglés e inglés antiguo 400 Lenguas > 420 Inglés e inglés antiguo > 421 Sistemas de escritura y fonología ingleses 400 Lenguas > 420 Inglés e inglés antiguo > 425 Gramática inglesa
Divisiones:	EDUCACIÓN, ARTE Y HUMANIDADES > Inglés
Depositing User:	Lic. Martha Cortez
Date Deposited:	16 Oct 2015 20:34
Last Modified:	18 Sep 2017 19:27
URI:	http://repositorio.unan.edu.ni/id/eprint/1109

Downloads

Actions (login required)

View Item