Focused rewriting: Using indirect correction to help Chinese learners of Portuguese as a Foreign Language (PFL) overcome inaccuracies
DOI:
https://doi.org/10.34624/ro.v0i1.26214Keywords:
Foreign language learning, Writing, Correction, Indirect corrective feedback, Rewriting, Portuguese as a foreign language (PFL)Abstract
The development of writing competence often involves the correction of texts by the teacher. On its own, the correction may highlight existing problems, but it does not ensure that knowledge of a particular matter is acquired. To allow this to happen, various strategies associating the corrective intervention with the learner’s accomplishment of specific tasks have been proposed. Among these strategies is indirect corrective feedback or indirect correction, in which the teacher points out an inaccuracy and the learner tries to correct it.
The present study aims to analyse the degree of success achieved by Chinese students of Portuguese in attempting to correct text inaccuracies identified by the teacher. The results show that the percentage of success is close to two thirds, depending on which areas these errors they fall in. In fact, some of these more resistant problems are more commonly found in the domains of grammar and discourse. The persistence of cases a lack of successful in the rewriting process indicates the need to complement correction with other strategies.
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