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Article: Sugaring the pill Praise and criticism in written feedback

TitleSugaring the pill Praise and criticism in written feedback
Authors
KeywordsMiscommunication
Mitigation
Praise and criticism
Teacher feedback
Issue Date2001
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslw
Citation
Journal Of Second Language Writing, 2001, v. 10 n. 3, p. 185-212 How to Cite?
AbstractThis paper offers a detailed text analysis of the written feedback given by two teachers to ESL students over a complete proficiency course. We consider this feedback in terms of its functions as praise, criticism, and suggestions. Praise was the most frequently employed function in the feedback of these two teachers, but this was often used to soften criticisms and suggestions rather than simply responding to good work. Many of the criticisms and suggestions were also mitigated by the use of hedging devices, question forms, and personal attribution. We explore the motivations for these mitigations through teacher interviews and think-aloud protocols and examine cases where students failed to understand their teachers' comments due to their indirectness. While recognising the importance of mitigation strategies as a means of minimising the force of criticisms and enhancing effective teacher-student relationships, we also point out that such indirectness carries the very real potential for incomprehension and miscommunication. © 2001 Elsevier Science Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/130171
ISSN
2015 Impact Factor: 1.744
2015 SCImago Journal Rankings: 1.755
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Fen_HK
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:35Z-
dc.date.available2010-12-23T08:47:35Z-
dc.date.issued2001en_HK
dc.identifier.citationJournal Of Second Language Writing, 2001, v. 10 n. 3, p. 185-212en_HK
dc.identifier.issn1060-3743en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130171-
dc.description.abstractThis paper offers a detailed text analysis of the written feedback given by two teachers to ESL students over a complete proficiency course. We consider this feedback in terms of its functions as praise, criticism, and suggestions. Praise was the most frequently employed function in the feedback of these two teachers, but this was often used to soften criticisms and suggestions rather than simply responding to good work. Many of the criticisms and suggestions were also mitigated by the use of hedging devices, question forms, and personal attribution. We explore the motivations for these mitigations through teacher interviews and think-aloud protocols and examine cases where students failed to understand their teachers' comments due to their indirectness. While recognising the importance of mitigation strategies as a means of minimising the force of criticisms and enhancing effective teacher-student relationships, we also point out that such indirectness carries the very real potential for incomprehension and miscommunication. © 2001 Elsevier Science Inc. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslwen_HK
dc.relation.ispartofJournal of Second Language Writingen_HK
dc.subjectMiscommunicationen_HK
dc.subjectMitigationen_HK
dc.subjectPraise and criticismen_HK
dc.subjectTeacher feedbacken_HK
dc.titleSugaring the pill Praise and criticism in written feedbacken_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, F: fhyland@hku.hken_HK
dc.identifier.emailHyland, K: khyland@hku.hken_HK
dc.identifier.authorityHyland, F=rp00907en_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/S1060-3743(01)00038-8en_HK
dc.identifier.scopuseid_2-s2.0-0013433780en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0013433780&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume10en_HK
dc.identifier.issue3en_HK
dc.identifier.spage185en_HK
dc.identifier.epage212en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHyland, F=6603622575en_HK
dc.identifier.scopusauthoridHyland, K=7006426987en_HK

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