Errors and feedback in the beginner Auslan classroom

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Although the literature on general characteristics of effective sign language teaching is growing, relatively few studies have looked in detail at classroom practices or classroom discourse. This article draws on detailed observations of six beginner Australian Sign Language (Auslan) classes and postclass interviews with the teachers in order to explore students? errors and teacher feedback strategies. In line with prior experimental studies it shows errors of movement and handshape to be the most frequent type of mistakes and more phonologically complex signs to be especially prone to errors. Teachers expressed varied philosophies about error correction but were observed to correct mistakes at generally equal frequencies in their classes. The article closes by reflecting on the relationship between error correction approaches and general teaching methods and suggests areas where the curriculum may benefit from reform.
Original languageEnglish
Pages (from-to)322 - 347
Number of pages26
JournalSign Language Studies
Volume15
Issue number3
DOIs
Publication statusPublished - 2015

Cite this

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title = "Errors and feedback in the beginner Auslan classroom",
abstract = "Although the literature on general characteristics of effective sign language teaching is growing, relatively few studies have looked in detail at classroom practices or classroom discourse. This article draws on detailed observations of six beginner Australian Sign Language (Auslan) classes and postclass interviews with the teachers in order to explore students? errors and teacher feedback strategies. In line with prior experimental studies it shows errors of movement and handshape to be the most frequent type of mistakes and more phonologically complex signs to be especially prone to errors. Teachers expressed varied philosophies about error correction but were observed to correct mistakes at generally equal frequencies in their classes. The article closes by reflecting on the relationship between error correction approaches and general teaching methods and suggests areas where the curriculum may benefit from reform.",
author = "Willoughby, {Louisa Jane Vaughan} and Stephanie Linder and Ellis, {Kirsten Alexandra} and Fisher, {Julie Lynette}",
year = "2015",
doi = "10.1353/sls.2015.0009",
language = "English",
volume = "15",
pages = "322 -- 347",
journal = "Sign Language Studies",
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publisher = "Gallaudet University Press",
number = "3",

}

Errors and feedback in the beginner Auslan classroom. / Willoughby, Louisa Jane Vaughan; Linder, Stephanie; Ellis, Kirsten Alexandra; Fisher, Julie Lynette.

In: Sign Language Studies, Vol. 15, No. 3, 2015, p. 322 - 347.

Research output: Contribution to journalArticleResearchpeer-review

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AU - Willoughby, Louisa Jane Vaughan

AU - Linder, Stephanie

AU - Ellis, Kirsten Alexandra

AU - Fisher, Julie Lynette

PY - 2015

Y1 - 2015

N2 - Although the literature on general characteristics of effective sign language teaching is growing, relatively few studies have looked in detail at classroom practices or classroom discourse. This article draws on detailed observations of six beginner Australian Sign Language (Auslan) classes and postclass interviews with the teachers in order to explore students? errors and teacher feedback strategies. In line with prior experimental studies it shows errors of movement and handshape to be the most frequent type of mistakes and more phonologically complex signs to be especially prone to errors. Teachers expressed varied philosophies about error correction but were observed to correct mistakes at generally equal frequencies in their classes. The article closes by reflecting on the relationship between error correction approaches and general teaching methods and suggests areas where the curriculum may benefit from reform.

AB - Although the literature on general characteristics of effective sign language teaching is growing, relatively few studies have looked in detail at classroom practices or classroom discourse. This article draws on detailed observations of six beginner Australian Sign Language (Auslan) classes and postclass interviews with the teachers in order to explore students? errors and teacher feedback strategies. In line with prior experimental studies it shows errors of movement and handshape to be the most frequent type of mistakes and more phonologically complex signs to be especially prone to errors. Teachers expressed varied philosophies about error correction but were observed to correct mistakes at generally equal frequencies in their classes. The article closes by reflecting on the relationship between error correction approaches and general teaching methods and suggests areas where the curriculum may benefit from reform.

UR - https://muse.jhu.edu/article/581871

U2 - 10.1353/sls.2015.0009

DO - 10.1353/sls.2015.0009

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JO - Sign Language Studies

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