Beschreibung
If you are sensitive toward not interrupting young learners' communication and not injuring their vanity in front of other learners through direct error correction, consciousness-raising corrective feedback can be a good solution. This novel technique emphasizes on self-correction through prompt and recast. It is also curious to determine whether it precipitates learners' developmental order in terms of marked grammar or not. Finally, if teachers do not teach what learners want to learn, why not correcting them in a way they want to be corrected?
Autorenporträt
Ehsan Narimani Vahedi is a PhD Candidate in TEFL in Islamic Azad University of Tabriz, Iran and got his MA in TEFL from Urmia Public University, Iran. He received his BA in TEFL from Maragheh Azad University, Iran. Currently, he is teaching in Iran Language Institute. His research interest includes SLA, FFI and corrective feedback.
