The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language

Hiwa S. Namiq

doi:doi:10.11648/j.ijll.20150303.15

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The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language

Hiwa S. Namiq

Published in International Journal of Language and Linguistics (Volume 3, Issue 3)

Received: 13 April 2015 Accepted: 25 April 2015 Published: 9 May 2015

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Abstract

The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.

Published in	International Journal of Language and Linguistics (Volume 3, Issue 3)
DOI	10.11648/j.ijll.20150303.15
Page(s)	140-144
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Corrective Feedback, Oral Self Correction&EFL

References

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[2]	Azar, A,S., (2012) Iranian EFL Learners’ Attitudes toward Correction of Oral Errors. ICEEPSY 2012 Abstract Book, October 10–13, 2012, Antalya, Turkey, p. 43, Third International Conference on Education and Educational Psychology (ICEEPSY), www.iceepsy.org.
[3]	Bialystok, E., 1978. A theoretical model of second language learning. Language Learning, 28, pp. 69–83.
[4]	Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press.
[5]	Cook, V., 2008. Second Language Learning and Language Teaching. 4th ed. London: Hachette UK Company
[6]	Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170.
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[8]	Ellis R., 1994. The study of second language acquisition. Oxford: Oxford University Press.
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[10]	Ellis, R. A principled approach to incorporating second language acquisition research into a teacher education programme. 7th International ELT Research Conference: Philosophical Perspectives in ELT Research. Cannakale, Turkey, April 27-18, 2012. (Plenary talk).
[11]	Kormos, J. (1999). Monitoring and Self‐Repair in L2. Language learning, 49(2), 303-342.
[12]	LightbownP.M. and Spada, N., (2006). How Languages are Learned, Oxford: Oxford University Press.
[13]	Lockhart, K., 2002. Oral Corrective feedback in the foreign language classroom: How it affects interaction in analytic foreign language teaching. Chap. 3. International Journal Education Research, 37, pp. 271-283.
[14]	Lu, J., 2009. Self-repair in Oral Production by Intermediate Chinese Learners of English. Teaching English for a Second or Foreign Language (TESL-EJ), [online] 13(1), pp. 1-7. Available from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej49/a1.html [20 May 2013]
[15]	Lyster, R., 1998a. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Leaning, 511, pp. 265-301.
[16]	Lyster, R., Saito, K. and Sato, M., 2013. Oral corrective feedback in second language classrooms. Language Teaching, 46(1), pp. 1-40.
[17]	Lightbown, P.M. and Spada, N., 1993, 1999. How Languages are Learned, Oxford: Oxford University Press.
[18]	Macaro, E., 2003. Teaching and learning a second language: a review of recent research. London: Continuum.
[19]	Norris, J.M. and Ortega, L., eds., 2006. Synthesizing research on language learning and teaching. Amsterdam: John Benjamins.
[20]	Oller, J., Baca, L., & Vigil, F. (1977). Attitudes and attained proficiency in ESL: A sociolinguistic study of Mexican Americans in the Southwest. Tesol Quarterly, 173-183.
[21]	Pishghadam, R.,Hashemi, M.R., and Kermanshahi, P.R.,2011. Self-correction among Iranian EFL Learners: An Investigation into their preferences for corrective feedback. Journal of Language Teaching and Research, 2(5), pp. 957-962.
[22]	Rabab’ah, G., 2013. Strategies of Repair in EFL Learner’s Oral Discourse. English Language Teaching, 6(5), pp. 123 -131. http://www.ccsenet.org/journal/index.php/elt/article/view/27269
[23]	Robinson, R. and Ellis, N., eds., 2008. Handbook of cognitive linguistics and second language acquisition. London: Routledge.

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Hiwa S. Namiq. (2015). The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language. International Journal of Language and Linguistics, 3(3), 140-144. https://doi.org/10.11648/j.ijll.20150303.15

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Hiwa S. Namiq. The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language. Int. J. Lang. Linguist. 2015, 3(3), 140-144. doi: 10.11648/j.ijll.20150303.15

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AMA Style

Hiwa S. Namiq. The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language. Int J Lang Linguist. 2015;3(3):140-144. doi: 10.11648/j.ijll.20150303.15

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@article{10.11648/j.ijll.20150303.15,
  author = {Hiwa S. Namiq},
  title = {The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {3},
  pages = {140-144},
  doi = {10.11648/j.ijll.20150303.15},
  url = {https://doi.org/10.11648/j.ijll.20150303.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150303.15},
  abstract = {The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.},
 year = {2015}
}

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TY  - JOUR
T1  - The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language
AU  - Hiwa S. Namiq
Y1  - 2015/05/09
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150303.15
DO  - 10.11648/j.ijll.20150303.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 140
EP  - 144
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150303.15
AB  - The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.
VL  - 3
IS  - 3
ER  -

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Author Information

Hiwa S. Namiq

College of Basic Education, University of Sulaimani, Kurdistan, Iraq

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APA Style

Hiwa S. Namiq. (2015). The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language. International Journal of Language and Linguistics, 3(3), 140-144. https://doi.org/10.11648/j.ijll.20150303.15

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ACS Style

Hiwa S. Namiq. The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language. Int. J. Lang. Linguist. 2015, 3(3), 140-144. doi: 10.11648/j.ijll.20150303.15

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AMA Style

Hiwa S. Namiq. The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language. Int J Lang Linguist. 2015;3(3):140-144. doi: 10.11648/j.ijll.20150303.15

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@article{10.11648/j.ijll.20150303.15,
  author = {Hiwa S. Namiq},
  title = {The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {3},
  pages = {140-144},
  doi = {10.11648/j.ijll.20150303.15},
  url = {https://doi.org/10.11648/j.ijll.20150303.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150303.15},
  abstract = {The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language
AU  - Hiwa S. Namiq
Y1  - 2015/05/09
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150303.15
DO  - 10.11648/j.ijll.20150303.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 140
EP  - 144
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150303.15
AB  - The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.
VL  - 3
IS  - 3
ER  -

Copy | Download