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Article: Teachers' perceptions of error: The effects of first language and experience

TitleTeachers' perceptions of error: The effects of first language and experience
Authors
KeywordsError perception
Feedback
Grammar correction
Language awareness
Writing style
Issue Date2006
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system
Citation
System, 2006, v. 34 n. 4, p. 509-519 How to Cite?
AbstractThis study investigates raters' identification of errors in the writing of an EFL student. Drawing on data collected from a correction task and a questionnaire, we examine the beliefs and practices of three distinct groups of 16 participants in each: native English speaking EFL teachers, Japanese speaking EFL teachers and educated native English speaking non-teachers. Participants were asked to identify and correct the errors in an authentic text written by a Japanese university student, judge which errors they considered the most serious, and to give reasons for their choices. The results confirm earlier studies that non-native English speaking teachers are generally more severe in grading errors and rely more on rule infringement rather than intelligibility in judging seriousness. In addition, we discovered that the Japanese teachers were far more likely to regard stylistic variations as errors, although the native English speaking teachers were sensitive to features of formality and academic appropriacy. We argue that these differences are a result of the participants' experiences and discuss the issues surrounding error identification for teachers. © 2006 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/130150
ISSN
2015 Impact Factor: 0.834
2015 SCImago Journal Rankings: 0.703
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.contributor.authorAnan, Een_HK
dc.date.accessioned2010-12-23T08:47:32Z-
dc.date.available2010-12-23T08:47:32Z-
dc.date.issued2006en_HK
dc.identifier.citationSystem, 2006, v. 34 n. 4, p. 509-519en_HK
dc.identifier.issn0346-251Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/130150-
dc.description.abstractThis study investigates raters' identification of errors in the writing of an EFL student. Drawing on data collected from a correction task and a questionnaire, we examine the beliefs and practices of three distinct groups of 16 participants in each: native English speaking EFL teachers, Japanese speaking EFL teachers and educated native English speaking non-teachers. Participants were asked to identify and correct the errors in an authentic text written by a Japanese university student, judge which errors they considered the most serious, and to give reasons for their choices. The results confirm earlier studies that non-native English speaking teachers are generally more severe in grading errors and rely more on rule infringement rather than intelligibility in judging seriousness. In addition, we discovered that the Japanese teachers were far more likely to regard stylistic variations as errors, although the native English speaking teachers were sensitive to features of formality and academic appropriacy. We argue that these differences are a result of the participants' experiences and discuss the issues surrounding error identification for teachers. © 2006 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/systemen_HK
dc.relation.ispartofSystemen_HK
dc.subjectError perceptionen_HK
dc.subjectFeedbacken_HK
dc.subjectGrammar correctionen_HK
dc.subjectLanguage awarenessen_HK
dc.subjectWriting styleen_HK
dc.titleTeachers' perceptions of error: The effects of first language and experienceen_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, K:khyland@hku.hken_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.system.2006.09.001en_HK
dc.identifier.scopuseid_2-s2.0-33751229000en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33751229000&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume34en_HK
dc.identifier.issue4en_HK
dc.identifier.spage509en_HK
dc.identifier.epage519en_HK
dc.publisher.placeUnited Kingdomen_HK

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