Applied Linguistics and Language Teacher Education by Nat Bartels

XIAO 229Corrective Strategies Articulated in the Think-Aloud ProtocolsTable 3 summarizes the participants’ qualitative comments on types of correctivestrategies and gives the number of responses for each strategy. Based on the method ofcorrection, the corrective strategies are classified into three categories: (1) directcorrection (i-iii), in which the teacher explicitly points out the error and addresses it withintracharacter component analysis, stroke analysis, and repeated writing; (2) indirectcorrection (iv-vi), in which the teacher implicitly targets the error with modeling writingon board, putting target characters in contexts (i.e., words, phrases, or sentences), andreading aloud; and (3) peer evaluation (vii), in which students read each other’s workand make comments on errors. The results show a strong preference in participants’beliefs of corrective methods in that there are 156 (73.58%) responses in favor of directcorrection (i-iii), 54 (25.47%) in favor of indirect correction (iv-vi), and 2 (0.95%) infavor of peer evaluation (vii). While direct correction was predominant, peer evaluationthe trivial.Table 3. Participants’ qualitative comments on corrective strategiesi) Intracharacter component analysis 73 (34.43%)a. 1 would break the character in different parts--color the parts, and point out the error to make students knowwhy the character is wrong.b. Explicitly explain the constituents of the character and call students’ attention to the configuration andpositioning.c. To correct the error caused by radial omission, the teacher needs to raise the students’ awareness of theradical and explain its semantic meaning.ii) Stroke analysis 35 (16.51 %)a. Go over the stroke order. It’s easy to lose strokes all the way if you do not have exact stroke order in hand.b. Emphasize stroke order. Do stroke count. Teacher writes the character on board stroke by stroke and havethe students do stroke count while imitating.