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LINGUISTIC FACTORS<br />Cross – LinguisticInfluence and learnerlanguage<br />
AGREEMENT OR DISAGREEMENT ACTIVITY. <br />Errorsanalysis describes and explainwhylearnersmakeerrors. <br /> Error isthecondition of havingincorrector false knowledge. <br />Mistakeis a deficiency in competence.<br />Intralingual transfer happenswithinthe target languageitself.<br />Interlingual transfer happensfromthenativelanguagetothesecond .<br />Error correctiondoesnotpermitusidentifystrategieswhichlearners use in languageteaching. <br />KEY CONCEPTS<br />
HISTORICAL BACKGROUND<br />1.1. CAH AND CLI THEORIES<br />2. PROVOCATIVE STATEMENTS<br />3. ERRORS AND MISTAKES.<br />3.1 CATEGORIES FOR DESCRIPTION OF ERRORS<br />3.2. SOURCES OF ERRORS.<br />4. PEDAGOGICAL IMPLICATIONS<br />4.1. ERROR CORRECTIONS: WRITTEN AND SPOKEN.<br />5. CONCLUSIONS. <br />CONTENTS<br />
1.1 THE CONTRASTIVE ANALYSIS HYPOTHESIS AND THE CROSS- LINGUISTIC INFLUENCE<br />CAH<br />CLI<br />The CAH studiestwolanguages in contrast.<br />Behavioristic and structuralistaproaches.<br />Interference L1 with L2.<br />Hierarchy of difficulty.<br />Fries,1952; Stockwell, Bowen, Martin,1965.<br />The CLI recognizestheimportance of L1 in learning L2 or more.<br /> Intralingual - interlingual factors.<br />Odlin, 2003; Kellerman,1995; Kellerman and Sharwood- Smith, 1986.<br />
PROVOCATIVE STATEMENTS<br />LET’S THINK ABOUT THE PAST!!!<br />Do yourememberwhenyoulearnedto…<br />Swim<br />Skate<br />Ride a motorcycle<br />Drive a car<br />
“ Learningisfundamentally a processthatinvolvesthemaking of mistakes” Brown, H.D (2004)<br />
DIFFERENCES BETWEEN MISTAKES AND ERRORS<br />MISTAKE<br />ERROR<br />Itis a failuretoutilize a knownsystemcorrectly.<br />Itis a slip of thetongue. <br />The speaker recognizes and correctsit. <br />Itisnot a deficiency in competence.<br />Itisthecondition of havingincorrector false knowledge. <br />Itisnotrecognizedbythelearner. <br />An error can notbeself-corrected. <br />Itreveals a portion of thelearner’scompetence in the L2. <br />
a. Categories and levels. ByCorder (1973)<br />1. Omission: of somerequiredelement. <br />Morphologicalomission. “A strongthinghappento me yesterday”<br />Syntacticalomission. “ ? Mustsayalsothenames”<br />2. Addition:<br />In morphology. “Thebooksisthere”<br />In syntax. “The London”<br />In lexicon. “I stayedthereduring 5 yearsago. <br />Identifying and describingerrors<br />
3. Substitution<br />In morphology: “My friendisoldestthan me.<br />In lexicon: “I lost my road”<br />4. Ordering. <br />In pronunciation. “Fifnisicant” forsignificant. <br /> “Prulal” for plural.<br />In morphology. “getupping” forgetting up. <br />In syntax. “he is a dearto me friend”<br />
B. Covert, overt, Local and Global<br />A: Who are you? <br />B: I’m fine, thankyou. <br />A: Wherewere he?<br />B: He gotoCanada<br />A: “a scissors” <br />Covert Local <br />Overt Global <br />Local<br />
CATEGORIES:OMISSION, ADDITION, SUBSTITUTION, ORDERING<br /> <br />I start to studying English in this University.<br />Because the English is important for in this moment.<br />… the many technologies, because a new fields of the technology need the understand very well the English. (Global, Overt) <br />At the moment in the university the English for me in the first semester is confuse because in my school don´tprepare very well the homeworks, the works of the classroom. <br /> <br />STUDENT´S ERROR ANALYSIS<br />
DEALING WITH ERRORS<br /><ul><li>Teachersshouldinterruptlearnerswhentheymake a mistakeor error when…
Teachers can givedelayedfeedback in thefollowingsituations…
Whenexactlywouldyoucorrectit?</li></li></ul><li>CONCLUSIONS<br />Errors are a means of feedbackfortheteacherreflectinghoweffective he is in histeachingstyle and whatchanges he has tomaketogethigher performance fromhisstudents.<br />Errorsindicatetheteacherthepointsthatneedfurtherattention.<br />Errors show thewaytobetreatedwhentheirsources are identifiedcorrectly.<br />