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Spanish Graduate Instructors' In-Class Cognition and Feedback Provision over Time
Laura Gurzynski-Weiss
227-239 (complete paper or proceedings contents)


The present study examines graduate instructor cognition and behavior in relation to feedback provision in non-experimental Spanish foreign language lessons recorded over three consecutive semesters. Specifically, the project investigates (1) how many learner errors are corrected by graduate student instructors in their 50-minute university-level Spanish lessons, (2) how these instructors make feedback decisions, in particular which factors they take into account when making these decisions, and (3) if there are observable differences in graduate instructor cognition and/or behavior regarding feedback over consecutive semesters. Results demonstrate differences both within and between graduate student instructors in terms of the amount of feedback they provide to learners as well as with respect to the factors they cite as motivating their feedback decisions. Implications and areas for future research are discussed.

Published in

Selected Proceedings of the 2012 Second Language Research Forum: Building Bridges between Disciplines
edited by Ryan T. Miller, Katherine I. Martin, Chelsea M. Eddington, Ashlie Henery, Nausica Marcos Miguel, Alison M. Tseng, Alba Tuninetti, and Daniel Walter
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Printed edition: $290.00