Teachers' correction of written errors and students' uptake

• المؤلف الرئيسي: Phạm, Thị Việt Dung
• مؤلفون آخرون: Cao, Thị Phương
• التنسيق: Theses and Dissertations
• اللغة: English
• منشور في: ĐHNN 2017
• الموضوعات: Kỹ năng viết; Giáo viên; Lỗi viết; Tiếng Anh
• الوصول للمادة أونلاين: http://repository.vnu.edu.vn/handle/VNU_123/40850
• المؤسسة: Vietnam National University, Hanoi

In chapter one, literature related to the study is reviewed. It is divided into 5 main sections. Section 1 introduces some Errors in language learning process. The notion of errors is discussed in the opinions of Corder, Duskova, and Richards. Section 2 summarizes Second Language Acquisition Perspectives on Error Correction in Second Language Learning. In section 3, the researcher provides some Written Error Correction Strategies, which are suggested by the former. Section 4 and section 5 mention the effectiveness of corrective feedback strategies and how learners uptake. Chapter two is composed of two parts: research design and discussion of results. In the first part, the research method is clearly described with specific procedures in collecting and analyzing data. The statistical results are shown up to determine the most effective corrective feedback among those applied in the research. Chapter 3 is finished with some implication and suggestions to elimination and prevention of errors.