Using Oral Corrective Feedback in English Classroom A Case Study of Iranian EFL Students in Iranshahr (Published)
The aim of this study was to investigate the implementation of oral corrective feedback in a language classroom and its effect on students’ eagerness to involve in the learning process. It was conducted in a class where the focus was not only on the written form and comprehension but also on their oral production. The study comprised 16 female students, learning English as a foreign language in a language institute in Iran. The researcher used two kinds of techniques for collecting the data, interview and observation. The findings show that there were two types of oral corrective feedback given in the class, i.e. explicit correction and clarification request. The finding also reveals that the implementation of oral corrective feedback has a positive effect on the students’ learning process and their eagerness to involve in communicative activities.
Keywords: : Corrective Feedback, EFL students, Errors
Wrong Usage as Threat to English Language in Nigeria (Published)
: English is a second language in Nigeria because it is non-indigenous, it was introduced by British Colonialists and Missionaries into the country. The roles and functions English language has assumed since its introduction into the country are outlined. Since Nigeria functions in virtually all spheres of life in English language, a variety known, internationally acceptable and intelligible exists as the Standard Nigerian English. What is really of concern is the increasing deviations noticeable in the speech and writings of Nigerians from the grammar of English. The error laden English spoken by many people in the country may well be replacing the Standard Nigerian English if the situation is not checked. The root causes of the problem are pointed out recommendations are made towards curbing the negative trend.
Keywords: English Language, Errors, Grammar, Mother tongue, Second Language, Standard Nigerian English, varieties of English
Tense And Aspect In The Era Of Competence-Based English Language Teaching in Cameroon’s Secondary Schools (Published)
This paper seeks to show the significance that should be given to tense and aspect as central grammatical features attached to the verb phrase, on the postulate that if tense and aspect are not mastered by the learners of English, in particular and the languages in general, they never build an acceptable sentence in the target language. Analysing the challenges that a French-speaking learner of English in particular can face with tense and aspect, the hypotheses were verified through two tests for 180 students in four secondary schools in Dschang. It became obvious that the target population had a serious problem with tense and aspect. Now what place should be given to tense and aspect in a new era where knowing the language is pushed to the background but not suppressed, and acting effectively with the language is the new order of the day?
Keywords: Aspect, Competence, Errors, Language Teaching, Secondary School, Tense