Exploring Undergraduates’ Judgements on the Qualities of Corrective Feedback for English Pronunciation Errors

Zulqarnain Abu Bakar; Abdul Mutalib Embong

doi:10.1051/shsconf/20185303007

All issues

Volume 53 (2018)

SHS Web Conf., 53 (2018) 03007

References

Open Access

Issue		SHS Web Conf. Volume 53, 2018 International Conference on Humanities and Social Sciences (ICHSS 2018)


Article Number		03007
Number of page(s)		10
Section		Language Use and Concerns
DOI		https://doi.org/10.1051/shsconf/20185303007
Published online		16 October 2018

Abu Bakar, Z & Abdullah, M. R. T. (2015). Importance of Correct Pronunciation in Spoken English: Dimension of Second Language Learners’ Perspective. Pertanika Journal of Social Science and Humanities, 23(S), 143–158. [Google Scholar]
Agudo, M. & De Dios, J. (2013). An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback. Colombian Applied Linguistics Journal, 15(2), 265–278. [Google Scholar]
Celce-Murcia, M., Brinton, D. M., & Goodwind, J. M. (1996). Teaching pronunciation: reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press. [Google Scholar]
Chomsky, N. (1959). Review of Verbal Behaviour by B.F.Skinner. Language, 35, 26–58. [CrossRef] [Google Scholar]
Dalton, C., & Seidlhofer, B. (2000). Pronunciation. Oxford: Oxford University Press. [Google Scholar]
Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51(Supplement 1), 1–46. [CrossRef] [Google Scholar]
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in commnicative ESL lessons. Language Learning, 51(2), 281–318. [CrossRef] [Google Scholar]
Ellis, R. (2017). Oral corrective feedback in L2 Classrooms: What We Know So Far. In N. Hossein & K. Eva (Eds.), Corrective Feedback in Second Language Learning and Teaching (pp.3–18). New York: Rouledge [Google Scholar]
Krashen, S. D. (1982). Principles and practice in second langauge acquisition. Englewood Clifts, NJ: Prentice-Hall. [Google Scholar]
Krashen, S. D. (1985). The input hypothesis: issues and implications. New York: Longman. [Google Scholar]
Krashen, S. D. (1994). The input hypothesis and its rivals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45–77). London: Academic Press. [Google Scholar]
Levelt, W. J. M. (1989). Speaking: from intention to articulation. Cambridge, MA: MIP Press. [Google Scholar]
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66. [CrossRef] [Google Scholar]
Murphy, J & Baker, A.A. (2015). History of ESL pronunciation teaching. In M. Reed & J.M. Levis (Eds), The Handbook of English Pronunciation (pp.36–65), United Kingdom: Wiley-Blackwell. [Google Scholar]
Neri, A., Cucchiari, C., & Strick, H. (2001). Effective feedback on L2 pronunciation in ASR-based CALL. Proceedings of the workshop on Computer Assisted Language Learning, Artificial Intelligence in Education Conference. San Antonio, Texas. [Google Scholar]
Poulos, A. & Mahony, M. J. (2008). Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154. [CrossRef] [Google Scholar]
Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: all that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277–289. [CrossRef] [Google Scholar]
Saito, K. & Lyster, R. (2012). Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /r{turned}/ by Japanese Learners of English. Language Learning, 62(2),595–633. [CrossRef] [Google Scholar]
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. [CrossRef] [Google Scholar]
Vanosfadrani, A. D. & Basturkment, H. (2009). The Effectiveness of Implicit and Explicit Error Correction on Learner’s Performance. System, 37(1),82–98. [CrossRef] [Google Scholar]

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[1] Abu Bakar, Z & Abdullah, M. R. T. (2015). Importance of Correct Pronunciation in Spoken English: Dimension of Second Language Learners’ Perspective. Pertanika Journal of Social Science and Humanities, 23(S), 143–158. [Google Scholar]

[2] Agudo, M. & De Dios, J. (2013). An investigation into how EFL learners emotionally respond to teachers’ oral corrective feedback. Colombian Applied Linguistics Journal, 15(2), 265–278. [Google Scholar]

[3] Celce-Murcia, M., Brinton, D. M., & Goodwind, J. M. (1996). Teaching pronunciation: reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press. [Google Scholar]

[4] Chomsky, N. (1959). Review of Verbal Behaviour by B.F.Skinner. Language, 35, 26–58. [CrossRef] [Google Scholar]

[5] Dalton, C., & Seidlhofer, B. (2000). Pronunciation. Oxford: Oxford University Press. [Google Scholar]

[6] Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51(Supplement 1), 1–46. [CrossRef] [Google Scholar]

[7] Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in commnicative ESL lessons. Language Learning, 51(2), 281–318. [CrossRef] [Google Scholar]

[8] Ellis, R. (2017). Oral corrective feedback in L2 Classrooms: What We Know So Far. In N. Hossein & K. Eva (Eds.), Corrective Feedback in Second Language Learning and Teaching (pp.3–18). New York: Rouledge [Google Scholar]

[9] Krashen, S. D. (1982). Principles and practice in second langauge acquisition. Englewood Clifts, NJ: Prentice-Hall. [Google Scholar]

[10] Krashen, S. D. (1985). The input hypothesis: issues and implications. New York: Longman. [Google Scholar]

[11] Krashen, S. D. (1994). The input hypothesis and its rivals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45–77). London: Academic Press. [Google Scholar]

[12] Levelt, W. J. M. (1989). Speaking: from intention to articulation. Cambridge, MA: MIP Press. [Google Scholar]

[13] Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66. [CrossRef] [Google Scholar]

[14] Murphy, J & Baker, A.A. (2015). History of ESL pronunciation teaching. In M. Reed & J.M. Levis (Eds), The Handbook of English Pronunciation (pp.36–65), United Kingdom: Wiley-Blackwell. [Google Scholar]

[15] Neri, A., Cucchiari, C., & Strick, H. (2001). Effective feedback on L2 pronunciation in ASR-based CALL. Proceedings of the workshop on Computer Assisted Language Learning, Artificial Intelligence in Education Conference. San Antonio, Texas. [Google Scholar]

[16] Poulos, A. & Mahony, M. J. (2008). Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154. [CrossRef] [Google Scholar]

[17] Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: all that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277–289. [CrossRef] [Google Scholar]

[18] Saito, K. & Lyster, R. (2012). Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /r{turned}/ by Japanese Learners of English. Language Learning, 62(2),595–633. [CrossRef] [Google Scholar]

[19] Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. [CrossRef] [Google Scholar]

[20] Vanosfadrani, A. D. & Basturkment, H. (2009). The Effectiveness of Implicit and Explicit Error Correction on Learner’s Performance. System, 37(1),82–98. [CrossRef] [Google Scholar]