التغذية الراجعة الشفهية في تعليم العربية لغة ثانية : بين ممارسات المعلمين و توجهات المتعلمين

Abstract EN

This study aimed to identify oral corrective Feedback (OCF) practiced by teachers of Arabic as a second language (ASL), and the ASL learners’ attitudes toward these practices in terms of when to provide it, who should provide it, what type of OCF should be provided, on which types of errors, and whether providing it might inconvenience the learners.

the researcher conducted interviews with five ASL teachers and ten learners to collect and analyze data qualitatively.

the results indicated that both teachers and learners agreed on OCF to be given right after errors had been made.

teachers preferred peer-correction while learners preferred self-correction.

regarding which type of OCF to be provided, the results revealed that the clarification request was the most favored type by both groups.

teacher practices and learners' attitudes showed that grammar and pronunciation errors were the most common errors for OCF to be based on.

lastly, both groups believed that correcting errors directly does not cause any embarrassment, while some of them believed that correcting all errors might cause an embarrassment.

the study concluded with some implications and recommendations for those working in the field.