Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/17854
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dc.rights.licenseAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.contributor.authorJerotijevic Tisma, Danica-
dc.date.accessioned2023-05-26T11:58:32Z-
dc.date.available2023-05-26T11:58:32Z-
dc.date.issued2013-
dc.identifier.citationДаница Јеротијевић, Teachers’ Response to Serbian EFL Learners’ Pronunciation Errors, Romanian Journal of English Studies, 9/2, February 2013., 99-112, ISSN (Online) 1584-3734, DOI: https://doi.org/10.2478/rjes-2013-0008en_US
dc.identifier.issn1584-3734en_US
dc.identifier.urihttps://scidar.kg.ac.rs/handle/123456789/17854-
dc.description.abstractThe present paper aims at discovering what type of feedback Serbian teachers resort to when correcting their students’ mispronounced words or utterances. To accomplish the previously stated aim of the study, we conducted a survey investigating teachers’ preference for specific types of corrective feedback and the results indicate that the most frequently employed type of feedback among Serbian EFL teachers is recast, whereas the least preferred one is direct or explicit correction. The total of 55 teachers from primary, secondary schools and colleges participated in the survey.en_US
dc.language.isoenen_US
dc.publisherThe Journal of West University of Timisoaraen_US
dc.rightsinfo:eu-repo/semantics/openAccess-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.sourceRomanian Journal of English Studies-
dc.subjectcorrective feedbacken_US
dc.subjectEFLen_US
dc.subjectpronunciation errorsen_US
dc.titleTeachers’ Response to Serbian EFL Learners’ Pronunciation Errorsen_US
dc.typearticleen_US
dc.description.versionPublisheden_US
dc.identifier.doi10.2478/rjes-2013-0008en_US
dc.type.versionPublishedVersionen_US
Appears in Collections:The Faculty of Philology and Arts, Kragujevac (FILUM)

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