Have a personal or library account? Click to login
Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors Cover

Oral Corrective Feedback: Examining Teacher- Initiated Correction of CFL (Chinese as a Foreign Language) Learners’ Pronunciation Errors

By: Julia Renner  
Open Access
|Dec 2018

References

  1. Celce-Murcia, Marianne, Donna M. Brinton, and Janet M. Goodwin. Teaching Pronunciation: A Course Book and Reference Guide. New York: Cambridge University Press, 2010
  2. Chaudron, Craig. Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press, 198810.1017/CBO9781139524469
  3. Chao, Yuan-Ren. Mandarin Primer. Cambridge: Harvard University Press, 194810.4159/harvard.9780674732889
  4. Corder, Pit. “The Significance of Learners’ Errors.” In International Review of Applied Linguistics, 5, 1967, pp. 161-16910.1515/iral.1967.5.1-4.161
  5. Corder, Pit. Error Analysis and Interlanguage. Oxford: Oxford University Press, 1981
  6. De Francis, John. Beginning Chinese. Revised Edition. New Haven: Yale Language Series, 1963
  7. Doughty, Catherine and Elizabeth Varela. “Communicative Focus on Form.” In Focus on Form in Classroom Second Language Acquisition, edited by Catherine Doughty and Jessica Williams. Cambridge: Cambridge University Press, 1998, pp. 114-139
  8. Ellis, Rod. The Study of Second Language Acquisition. Oxford: Oxford University Press, 1994
  9. Ellis, Rod and Younghee Sheen. “Re-examining the Role of Recasts in Second Language Acquisition.” In Studies in Second Language Acquisition, 28/4, 2006, pp. 575-60010.1017/S027226310606027X
  10. Ferguson, Charles A. “Baby Talk as a Simplified Register.” In Talking to Children: Language Input and Acquisition, edited by Catherine E. Snow and Charles A. Ferguson. Cambridge: Cambridge University Press, 1977, pp. 209-235
  11. Ferguson, Charles A. “Talking to Children: A Search for Universals.” In First Language Acquisition: The Essential Readings, edited by Barbara Lust and Claire Foley. Malden: Blackwell Publishing, 2004, pp. 176-189
  12. Gimson, Alfred C. Gimson’s Pronunciation of English, edited by Alan Cruttenden, London: Hodder Arnold Publication, 2008
  13. Gù, Zhēng 顾筝 and Wú Zhōngwěi 吴中伟. “Liúxuéshēng rùmén jiēduàn yǔyīn jiàoxué yánjiū” 留学生入门阶段语音教学研究 [Research on Teaching Phonetics to Overseas Students during the Initial Stage]. In Yúnnán shīfàn dàxué xuébào 云南师范大学学报 [Journal of Yúnnán Normal University], 3/2, 2005
  14. Hao, Yen-Chen. “Second Language Acquisition of Mandarin Chinese Tones by Tonal and Nontonal Language Speakers.” In Journal of Phonetics, 40/2, 2012, pp. 269-27910.1016/j.wocn.2011.11.001
  15. Hendrickson, James. “Error Correction in Foreign Language Teaching: Recent Research and Practice.” In The Modern Language Journal, 62/8, 1978, pp. 387-39810.1111/j.1540-4781.1978.tb02409.x
  16. Hönigsperger, Helmuth and Vera Potuzak. “Modernes Sprachlabor im Alten AKH.” 2001, Comment, 1/01, Zentraler Informatik Dienst website, http://comment.univie.ac.at/01-1/10, accessed June 2014
  17. Hunold, Cordula. “Probleme der chinesischen Phonetik für deutsche Chinesischlernende”. In CHUN (Chinesischunterricht), 19, 2004, pp. 33-48
  18. Jedynak, Małgorzata. “Affecticity in Learning L2 Phonology/Phonetics - The Role of Self-concept in Successful Acquisition of English Pronunciation.” In The Affective Dimension in Second Language Acquisition, edited by Danuta Gabryś-Barker and Joanna Bielska. Bristol: Multilingual Matters, 2013, pp. 60 - 73
  19. Jin, Meiling und Heribert Lang. “Emotionsgeladene Kurzsätze als Basismodell chinesischer Ausspracheübungen.” In CHUN (Chinesischunterricht), 20, 2005, pp. 67-82
  20. Krashen, Stephen. Principles and Practices in Second Language Acquisition. Oxford: Pergamon Press, 1982
  21. Krashen, Stephen and Tracy Terrell. The Natural Approach. Oxford: Pergamon Press, 1984
  22. Krashen, Stephen. The Input Hypothesis: Issues and Implications. London: Longman, 1985
  23. Kummer, Manfred and Ottomar Willeke. Arbeitsformen und Abläufe im Sprachlabor. Heidelberg: Groos Verlag, 1970
  24. Ladd, Robert D. Intonational Phonology. Cambridge: Cambridge University Press, 200810.1017/CBO9780511808814
  25. Lantolf, James P. “Sociocultural Theory: A Dialectical Approach to L2 Research.” In The Routledge Handbook of Second Language Acquisition, edited by Susan M. Gass and Alison Mackey. New York: Routledge, 2012, pp. 57-73
  26. Lantolf, James P, ed. “Introducing Sociocultural Theory.” In Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, 2000
  27. Lantolf, James P. and Stephen L. Thorne. “Sociocultural Theory and Second Language Learning.” In Theories in Second Language Acquisition: An Introduction, edited by Bill VanPatten and Jessica Williams. New Jersey: Lawrence Erlbaum Associates, 2007, pp. 197-221
  28. Lantolf, James P. and Matthew E. Poehner. “Dynamic Assessment in the Classroom: Vygostkian Praxis for Second Language Development.” In Language Teaching Research, 15/1, 2011, pp. 11-3310.1177/1362168810383328
  29. Lin, William J.C. “Teaching Mandarin Tones to Adult English Speakers: Analysis of Difficulties with Suggested Remedies.” In RELC: A Journal of Language Teaching and Research, 16/2, 1985, pp.31-47
  30. Long, Michael. “Native Speaker/Non-native Speaker Conversation and the Negotiation of Comprehensible Input.” In Applied Linguistics, 4/2, 1983, pp. 126-14110.1093/applin/4.2.126
  31. Long, Michael. “The Role of Linguistic Environment in Second Language Acquisition.” In Handbook of Second Language Acquisition, edited by William C. Ritchie and Tej K. Bhatia. San Diego: Academic Press, 1996, pp. 413-46810.1016/B978-012589042-7/50015-3
  32. Li, Shaofeng. “The Effectiveness of Corrective Feedback in SLA: A Meta Analysis.” In Language Learning, 60/2, 2010, pp. 309-36510.1111/j.1467-9922.2010.00561.x
  33. Lǔ, Jiàn Jì 鲁健骥. “Duìwài hànyǔ yǔyīn jiàoxué jǐ gè jīběn wèntí de zài rènshi” 对外汉语语音教 学几个基本问题的再认识 [Rethinking a Few Basic Questions of Teaching Chinese Phonetics to Foreigners]. In Dàlǐ xuéyuàn xuébào 大理学院学报 [Journal of Dàlǐ University], 9/5, 2010, pp. 1-4
  34. Lyster, Roy and Leila Ranta. “Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms.” In Studies in Second Language Acquisition, 19/1, 1997, p. 37-6610.1017/S0272263197001034
  35. Lyster, Roy and Kazuya Saito. “Oral Feedback in Classroom SLA: A Meta-analysis.” In Studies in Second Language Acquisition, 32, 2010, pp. 265-30210.1017/S0272263109990520
  36. Lyster, Roy, Kazuya Saito, and Masatoshi Sato. “Oral Corrective Feedback in Second Language Classrooms.” In Language Teaching, 46/1, 2013, pp. 1-4010.1017/S0261444812000365
  37. Mackey, Alison, Susan M. Gass, and Kim McDonough. “How Do Learners Perceive Interactional Feedback?” In Studies in Second Language Acquisition, 22/4, 2000, pp. 471-49710.1017/S0272263100004010
  38. Mackey, Alison, Rebekha Abbuhl, and Susan M. Gass. “Interactionist Approaches.” In The Routledge Handbook of Second Language Acquisition, edited by Susan M. Gass and Alison Mackey. New York: Routledge, 2012, pp. 7-24
  39. Mackey, Alison. Input, Interaction and Corrective Feedback in L2 Learning. Oxford: Oxford University Press, 2012 Mackey, Alison and Jaemyung Goo. “Interaction Research in SLA: A Meta-analysis and Research Synthesis.” In Conversational Interaction in Second Language Acquisition: A Series of Empirical Studies, edited by Alison Mackey. Oxford: Oxford University Press, 2007, pp. 407-453
  40. Mayring, Philipp. Qualitative Inhaltsanalyse: Grundlagen und Techniken. Weinheim: Beltz, 2008
  41. Russel, Jane and Nina Spada. “The Effectiveness of Corrective Feedback for Second Language Acquisition: A Meta Analysis of Research.” In Synthesizing Research on Language Learning and Teaching, edited by Lourdes Ortega. Amsterdam: John Benjamins, 2006, pp. 133-162
  42. Schmidt, Richard . “The Role of Consciousness in Second Language Learning.” In Applied Linguistics, 11/2, 1990, pp.129-15810.1093/applin/11.2.129
  43. Schmidt, Richard. “Deconstructing Consciousness in Search of Useful Definitions for Applied Linguistics.” In AILA Review, 11, 1994, pp. 11-26
  44. Schoormann, Matthias and Torsten Schlak. “Sollte korrektives Feedback ‘maßgeschneidert’ werden? Zur Berücksichtigung kontextueller und individueller Faktoren bei der mündlichen Fehlerkorrektur im Zweit-/Fremdsprachenunterricht.” In Zeitschrift für interkulturellen Fremdsprachenunterricht: Didaktik und Methodik im Bereich Deutsch als Fremdsprache, 17/2, 2012, pp. 172-190
  45. Sheen, Younghee. Corrective Feedback, Individual Differences and Second Language Learning. Dordrecht: Springer, 201110.1007/978-94-007-0548-7
  46. Surendran, Dinoj and Gina A. Levow. “The Functional Load of Tone in Mandarin is as High as that of Vowels.” 2004, University of Chicago, Computer Science Department, http://people.cs.uchicago.edu/~dinoj/research/fltonemandarin.pdf, accessed June 2014
  47. Stack, Edward M. The Language Laboratory and Modern Language Teaching. New York: Oxford University Press, 1966
  48. Swain, Merrill. “Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development.” In Input in Second Language Acquisition, edited by Susan M. Gass and Carolyn G. Madden. Cambridge: Newbury House Publishing, 1985, pp. 235- 253
  49. Swain, Merrill. “Three Functions of Output in Second Language Learning.” In Principle and Practice in Applied Linguistics: Studies in Honour of H. G. Widdowson, edited by Guy Cook and Barbara Seidlhofer. New York: Oxford University Press, 1995, pp.125-144
  50. Swain, Merrill. “The Output Hypothesis: Theory and Research.” In Handbook of Research in Second Language Teaching and Learning, edited by Eli Hinkel. New York: Routledge, 2005, pp. 471-484
  51. Waniek-Klimczak, Ewa, Andrzej Porzuczek, and Arkadiusz Rojczyk. “Affectice Dimensions in SL Pronunciation: A Large-scale Attitude Study.” In The Affective Dimension in Second Language Acquisition, edited by Danuta Gabryś-Barker and Joanna Bielska. Bristol: Multilingual Matters, 2013, pp. 124 - 137
  52. Woo, William. “A Musical Approach to Tone Teaching in Mandarin.” In Journal of the Chinese Language Teachers Association, 11/2, 1976, pp. 96-102
  53. Yáng, Jízhōu 杨寄洲. Hànyǔ jiàochéng 汉语教程 [Mandarin Chinese Course]. Běijīng 北京: Běijīng yǔyán wénhuà dàxué chūbǎn shè 北京语言文化大学出版社, 2007
  54. Yáng, Xuěméi 楊雪梅. Hànyǔ tīnglì jiàochéng 汉语听力教程 [Chinese Listening Course]. Běijīng 北京: Běijīng yǔyán wénhuà dàxué chūbǎn shè 北京语言文化大学出版社, 2000
  55. Zhang, Zhen F. The Teaching of Mandarin Prosody: A Somatically-enhanced Approach for Second Language Learners. Ph.D. Thesis, University of Canberra, 2006
  56. Zhang, Yao. Learn Chinese Tones with Music. DVD, Quick Mandarin, 2011
  57. Zhōu, Jiàn 周健. Hànyǔ kètáng jiàoxué jìqiǎo 325 lì 汉语课堂教学技巧325 例 [Chinese Classroom Teaching Skills 325 Examples]. Běijīng 北京: Shāngwù Yìnshūguǎn 商务印书馆, 2009
  58. Zhōu, Xiǎobīng 周小兵. Duìwài hànyǔ jiàoxué dǎolùn 对外汉语教学导论 [Introduction to Teaching Chinese as a Foreign Language]. Běijīng 北京: Shāngwù Yìnshūguǎn 商务印书馆, 2009.
Language: English
Page range: 197 - 226
Published on: Dec 5, 2018
Published by: Sciendo
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2018 Julia Renner, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.