Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion]
Is le fada an lá a thuigtear go mbíonn dara teanga (T2) daltaí tumoideachais tearcfhorbartha. Sonraítear sa litríocht nach gan dua a fhorbraíonn T2 na ndaltaí tumoideachais agus go mbíonn dúshláin nach beag roimh mhúinteoirí agus dhaltaí tumoideachais leis an T2 a threisiú agus a shaibhriú. Déantar...
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| Format: | Article |
| Language: | English |
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The Irish Association for Applied Linguistics
2023-11-01
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| Series: | Teanga: The Journal of the Irish Association for Applied Linguistics |
| Subjects: | |
| Online Access: | https://journal.iraal.ie/index.php/teanga/article/view/5455 |
| _version_ | 1797627846501335040 |
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| author | Caitríona Ní Mhurchú Sylvaine Ní Aogáin T.J. Ó Ceallaigh |
| author_facet | Caitríona Ní Mhurchú Sylvaine Ní Aogáin T.J. Ó Ceallaigh |
| author_sort | Caitríona Ní Mhurchú |
| collection | DOAJ |
| description |
Is le fada an lá a thuigtear go mbíonn dara teanga (T2) daltaí tumoideachais tearcfhorbartha. Sonraítear sa litríocht nach gan dua a fhorbraíonn T2 na ndaltaí tumoideachais agus go mbíonn dúshláin nach beag roimh mhúinteoirí agus dhaltaí tumoideachais leis an T2 a threisiú agus a shaibhriú. Déantar scagadh san alt seo ar thaighde ina ndearnadh iniúchadh ar úsáid Aiseolais Cheartaithigh (AC) ar bhonn córasach sa seomra ranga tumoideachais. Cé go raibh sé mar aidhm ag an taighde seo gort an AC in Éirinn a fhorbairt agus cur le tionscadail thaighde atá curtha i gcrích sa ghort seo cheana, bhí sé mar sprioc ag na taighdeoirí freisin anailís a dhéanamh ar earráidí coitianta daltaí tumoideachais mar aon leis na gnáthchleachtais cheartúcháin a úsáideadh chun na botúin a réiteach. Sa taighde faoi chaibidil úsáideadh córas AC in dhá sheomra ranga tumoideachais ar feadh cúig seachtaine. Ar an gcaoi sin, ghlac beirt mhúinteoirí, mar aon le 53 dalta tumoideachais, páirt sa taighde agus chuir siad córas AC i bhfeidhm ina seomraí ranga féin. Bailíodh sonraí taighde cáilíochtúla faoi scáth na paraidíme tógachaíche ó mhúinteoirí (n=2) trí agallaimh leath-struchtúrtha roimh agus i ndiaidh na hidirghabhála agus trí dhialanna machnaimh le linn na hidirghabhála. Lena chois sin, bailíodh sonraí taighde ó dhaltaí trí cheistneoirí (n=53) agus trí ghrúpaí fócais (n=10) roimh agus i ndiaidh na hidirghabhála. Bailíodh sonraí taighde ón dá sheomra ranga trí chuairteanna breathnóireachta seachtainiúla le linn na hidirghabhála. I ndiaidh anailíse, sonraíodh go raibh na hearráidí coitianta céanna le cloisteáil sa dá rang agus gur tháinig athrú ar an gcleachtas ranga agus ar fheasacht an mhúinteora agus na ndaltaí maidir le ceartú na n-earráidí coitianta tar éis an chórais AC a chur i bhfeidhm ar bhonn córasach, leanúnach. Táthar ag súil go gcuirfidh an taighde seo le corpas litríochta an ghoirt agus go mbeidh sé ina threoir luachmhar do mhúinteoirí tumoideachais agus daltaí tumoideachais chun sealbhú cruinn an dara teanga a chur chun cinn i gcomhthéacs an tumoideachais.
Much research in the field of immersion education highlights the challenges students experience in acquiring an accurate and rich L2 repertoire. This paper reports on a research study that investigated the systematic implementation of Corrective Feedback (CF) in the Irish immersion context as a potential contribution to counteracting these challenges. The study builds on previous research conducted both nationally and internationally, by analysing the most frequent grammatical errors among fifth and sixth class immersion students and then exploring how such errors are corrected in the immersion classroom setting. Thus, CF was implemented in two immersion classrooms over a five-week period in the current study. Qualitative data were gathered within a constructivist paradigm from teachers (n=2) through semi-structured interviews before and after the intervention, along with daily reflective diary entries that were completed throughout the intervention. Further data were collected from fifth and sixth class students through questionnaires (n=53) and focus group interviews (n=10) before and after the intervention. To further enhance the data collection process while also supporting the validity and reliability of research findings, one of the researchers engaged in weekly observation routines over the course of the intervention. Compelling findings illustrate that similar grammatical errors were evident in both classrooms and that, with the implementation of the systematic CF intervention, both teachers’ and students’ awareness in relation to error-correction practices increased and evolved. Stemming from research findings, implications for future research, policy and practice are discussed.
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| first_indexed | 2024-03-11T10:30:17Z |
| format | Article |
| id | doaj.art-069ef09b384e4340942d70af9b702f3a |
| institution | Directory Open Access Journal |
| issn | 0332-205X 2565-6325 |
| language | English |
| last_indexed | 2024-03-11T10:30:17Z |
| publishDate | 2023-11-01 |
| publisher | The Irish Association for Applied Linguistics |
| record_format | Article |
| series | Teanga: The Journal of the Irish Association for Applied Linguistics |
| spelling | doaj.art-069ef09b384e4340942d70af9b702f3a2023-11-14T18:50:16ZengThe Irish Association for Applied LinguisticsTeanga: The Journal of the Irish Association for Applied Linguistics0332-205X2565-63252023-11-01301Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion]Caitríona Ní Mhurchú0Sylvaine Ní Aogáin1T.J. Ó CeallaighColáiste na hOllscoile CorcaighColáiste Mhuire gan Smál, Ollscoil Luimnigh Is le fada an lá a thuigtear go mbíonn dara teanga (T2) daltaí tumoideachais tearcfhorbartha. Sonraítear sa litríocht nach gan dua a fhorbraíonn T2 na ndaltaí tumoideachais agus go mbíonn dúshláin nach beag roimh mhúinteoirí agus dhaltaí tumoideachais leis an T2 a threisiú agus a shaibhriú. Déantar scagadh san alt seo ar thaighde ina ndearnadh iniúchadh ar úsáid Aiseolais Cheartaithigh (AC) ar bhonn córasach sa seomra ranga tumoideachais. Cé go raibh sé mar aidhm ag an taighde seo gort an AC in Éirinn a fhorbairt agus cur le tionscadail thaighde atá curtha i gcrích sa ghort seo cheana, bhí sé mar sprioc ag na taighdeoirí freisin anailís a dhéanamh ar earráidí coitianta daltaí tumoideachais mar aon leis na gnáthchleachtais cheartúcháin a úsáideadh chun na botúin a réiteach. Sa taighde faoi chaibidil úsáideadh córas AC in dhá sheomra ranga tumoideachais ar feadh cúig seachtaine. Ar an gcaoi sin, ghlac beirt mhúinteoirí, mar aon le 53 dalta tumoideachais, páirt sa taighde agus chuir siad córas AC i bhfeidhm ina seomraí ranga féin. Bailíodh sonraí taighde cáilíochtúla faoi scáth na paraidíme tógachaíche ó mhúinteoirí (n=2) trí agallaimh leath-struchtúrtha roimh agus i ndiaidh na hidirghabhála agus trí dhialanna machnaimh le linn na hidirghabhála. Lena chois sin, bailíodh sonraí taighde ó dhaltaí trí cheistneoirí (n=53) agus trí ghrúpaí fócais (n=10) roimh agus i ndiaidh na hidirghabhála. Bailíodh sonraí taighde ón dá sheomra ranga trí chuairteanna breathnóireachta seachtainiúla le linn na hidirghabhála. I ndiaidh anailíse, sonraíodh go raibh na hearráidí coitianta céanna le cloisteáil sa dá rang agus gur tháinig athrú ar an gcleachtas ranga agus ar fheasacht an mhúinteora agus na ndaltaí maidir le ceartú na n-earráidí coitianta tar éis an chórais AC a chur i bhfeidhm ar bhonn córasach, leanúnach. Táthar ag súil go gcuirfidh an taighde seo le corpas litríochta an ghoirt agus go mbeidh sé ina threoir luachmhar do mhúinteoirí tumoideachais agus daltaí tumoideachais chun sealbhú cruinn an dara teanga a chur chun cinn i gcomhthéacs an tumoideachais. Much research in the field of immersion education highlights the challenges students experience in acquiring an accurate and rich L2 repertoire. This paper reports on a research study that investigated the systematic implementation of Corrective Feedback (CF) in the Irish immersion context as a potential contribution to counteracting these challenges. The study builds on previous research conducted both nationally and internationally, by analysing the most frequent grammatical errors among fifth and sixth class immersion students and then exploring how such errors are corrected in the immersion classroom setting. Thus, CF was implemented in two immersion classrooms over a five-week period in the current study. Qualitative data were gathered within a constructivist paradigm from teachers (n=2) through semi-structured interviews before and after the intervention, along with daily reflective diary entries that were completed throughout the intervention. Further data were collected from fifth and sixth class students through questionnaires (n=53) and focus group interviews (n=10) before and after the intervention. To further enhance the data collection process while also supporting the validity and reliability of research findings, one of the researchers engaged in weekly observation routines over the course of the intervention. Compelling findings illustrate that similar grammatical errors were evident in both classrooms and that, with the implementation of the systematic CF intervention, both teachers’ and students’ awareness in relation to error-correction practices increased and evolved. Stemming from research findings, implications for future research, policy and practice are discussed. https://journal.iraal.ie/index.php/teanga/article/view/5455Corrective feedbackImmersion EducationSecond Language AcquisitionContinuous Professional DevelopmentAiseolas ceartaitheachTumoideachas |
| spellingShingle | Caitríona Ní Mhurchú Sylvaine Ní Aogáin T.J. Ó Ceallaigh Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion] Teanga: The Journal of the Irish Association for Applied Linguistics Corrective feedback Immersion Education Second Language Acquisition Continuous Professional Development Aiseolas ceartaitheach Tumoideachas |
| title | Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion] |
| title_full | Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion] |
| title_fullStr | Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion] |
| title_full_unstemmed | Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion] |
| title_short | Aiseolas Ceartaitheach mar Réiteach ar Easnaimh Theangeolaíocha sa Tumoideachas Lán-Ghaeilge [Corrective Feedback as a Solution for Linguistic Deficiencies in Irish-Medium Immersion] |
| title_sort | aiseolas ceartaitheach mar reiteach ar easnaimh theangeolaiocha sa tumoideachas lan ghaeilge corrective feedback as a solution for linguistic deficiencies in irish medium immersion |
| topic | Corrective feedback Immersion Education Second Language Acquisition Continuous Professional Development Aiseolas ceartaitheach Tumoideachas |
| url | https://journal.iraal.ie/index.php/teanga/article/view/5455 |
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