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I found that the English teacher used 6 kinds of teach er‟s oral corrective feedback proposed by Lyster and Ranta (1997): explicit correction, recast, clarification
addition, the participants who chose option „always‟ and „often‟ were likely to have positive attitudes toward L1 because they mentioned about the benefit of L1 as the reasons
routines and how they maximize space in organizing strategy, what activity they used to manage their classroom in teaching management strategy, how they
The present study investigates teacher‟s politeness strategy in giving certain criticism and its reason to perform it by observing and interviewing six
The result revealed that the English teachers used L1 for many reasons, such as L1 use helped students to understand material, helped students to complete task, and also
With the above reasons, I would like to analyze and study about the use of English translation in Chinese vocabulary learning for native Indonesian students at the beginner level in
These themes included teacher’s purposes of using L1 to give instruction, to manage the classroom, to give feedback to students, to check comprehension, to convey meaning, to
Phonics through spelling is the method used by the teacher to teach on week three, five,.
