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http://redi.ufasta.edu.ar:8082/jspui/handle/123456789/877Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor | Bicoff | - |
| dc.creator | Zublin, Rosana Beatriz | - |
| dc.date | 2015 | - |
| dc.date.accessioned | 2015-07-06T19:48:21Z | - |
| dc.date.accessioned | 2021-11-26T03:56:06Z | - |
| dc.date.available | 2015-07-06T19:48:21Z | - |
| dc.date.available | 2021-11-26T03:56:06Z | - |
| dc.date.issued | 2015 | - |
| dc.identifier.uri | http://redi.ufasta.edu.ar:8082/jspui/handle/123456789/877 | - |
| dc.description | Errors are regarded as a natural part of the learning process, with the teacher performing the role of facilitator, providing help when necessary and creating a supportive environment in which students can obtain a successful enhanced learning outcome. They are significant indicators of the learning progress showing what learners have attained and what remains to be acquired and provide the language teacher the necessary information about how to deal with the problems that may arise and give a meaningful comprehensible feedback which proves to be beneficial in the long run. Furthermore, the teacher should guide learners to use the appropriate meta- language needed to communicate ideas and beliefs about their learning process. In addition, educators should be sensitive and sympathetic toward the different learning capabilities present in their classes and try to avoid learners‟ embarrassment and encourage them to take risks using the language. The influence of learners‟ age, level of proficiency and learning style lead them to react differently to error correction. In order to prevent students to feel misled and confused, teachers should avoid over-correction. Teachers should provide a positive affective feedback, reduce the tension caused by error correction and encourage all their students to improve their works. Language anxiety may affect students‟ self-esteem, self-confidence, hamper proficiency in language acquisition, and hinder their achievement. Encouragement and non-threatening instruction are good ways to ease learner anxiety and strengthen their motivation | en |
| dc.description | Fil: Bicoff. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina. | - |
| dc.description | Fil: Zublin, Rosana Beatriz. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina. | - |
| dc.format | 2015 | es_ES |
| dc.language | eng | en |
| dc.publisher | Universidad FASTA. Facultad de Ciencias de la Educación | - |
| dc.rights | info:eu-repo/semantics/openAccess | es_ES |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/3.0/deed.es_AR | es_ES |
| dc.source | instname:Universidad FASTA | es_ES |
| dc.source | reponame:REDI | es_ES |
| dc.subject | Proceso de aprendizaje | - |
| dc.subject | Learning processes | - |
| dc.subject | Inglés | - |
| dc.subject | English | - |
| dc.subject | Enseñanza de idiomas | - |
| dc.subject | Language instruction | - |
| dc.title | Error correction techniques in the EFL class | en |
| dc.type | info:ar-repo/semantics/tesis de grado | es_ES |
| dc.type | info:eu-repo/semantics/bachelorThesis | es_ES |
| dc.type | info:eu-repo/semantics/acceptedVersion | es_ES |
| Aparece en las colecciones: | Trabajos Finales de Graduación de Licenciatura en Inglés | |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| 2014_ING_004.pdf | 1,76 MB | Adobe PDF | Visualizar/Abrir |
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