Error correction
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This document discusses key concepts in error analysis including language transfer, contrastive analysis, the difference between errors and mistakes, sources of errors, and degrees of error correction. Specifically, it defines positive and negative transfer, assumptions of contrastive analysis, how errors reflect competence while mistakes reflect performance, sources of errors such as interlingual and intralingual influences, and degrees of error correction from intervention to remediation.
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The document discusses errors in second language acquisition and the role of interlanguage grammar and universal grammar. It notes that L2 learners' errors are systematic and reflect their developing knowledge of the target language grammar. The document discusses criticisms of contrastive analysis and theories that attribute errors solely to L1 transfer. It argues that L2 learners appear to acquire abstract grammatical properties not fully determined by input or L1, suggesting UG constraints L2 learning. Studies of question formation and other phenomena provide evidence that L2 learners' grammars are constrained by UG.
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This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
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This document discusses the role of native language in second language acquisition. It describes language transfer as when prior learning influences new learning. Transfer can be positive (facilitation) or negative (interference). Language transfer specifically refers to applying rules from one's native language to a second language. The Contrastive Analysis Hypothesis aimed to compare languages to predict learning difficulties but made many incorrect predictions. Error Analysis then focused on analyzing learner errors compared to the target language rather than the native language. Early errors tend to be from interlingual transfer while later errors involve intralingual transfer within the target language system. The influence of native language is complex with factors like avoidance and overproduction also playing a role in second language acquisition.
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The document discusses errors in second language acquisition and the role of interlanguage grammar and universal grammar. It notes that L2 learners' errors are systematic and reflect their developing knowledge of the target language grammar. The document discusses criticisms of contrastive analysis and theories that attribute errors solely to L1 transfer. It argues that L2 learners appear to acquire abstract grammatical properties not fully determined by input or L1, suggesting UG constraints L2 learning. Studies of question formation and other phenomena provide evidence that L2 learners' grammars are constrained by UG.
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The document discusses feedback and errors in language learning. It defines the differences between mistakes and errors, with mistakes being performance errors that can be self-corrected, while errors reflect gaps in a learner's underlying language competence. The document also discusses sources of errors such as interlingual transfer from the first language and intralingual errors within the target language. It emphasizes that too much focus should not be placed on errors and that both comprehension and production are important aspects of language learning.
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This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
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This document discusses the role of native language in second language acquisition. It describes language transfer as when prior learning influences new learning. Transfer can be positive (facilitation) or negative (interference). Language transfer specifically refers to applying rules from one's native language to a second language. The Contrastive Analysis Hypothesis aimed to compare languages to predict learning difficulties but made many incorrect predictions. Error Analysis then focused on analyzing learner errors compared to the target language rather than the native language. Early errors tend to be from interlingual transfer while later errors involve intralingual transfer within the target language system. The influence of native language is complex with factors like avoidance and overproduction also playing a role in second language acquisition.
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This document discusses error analysis in language learning. It defines the differences between errors and mistakes, with errors resulting from incomplete knowledge and mistakes from lack of attention. It outlines the process of error analysis, which studies the types and causes of errors made by second language learners. Error analysis helps teachers identify areas of difficulty, correct errors, and improve instruction. Learner errors can arise from interference between the first and second languages or from common developmental tendencies. The document discusses various scholars' perspectives on errors and the purposes and importance of conducting error analysis.
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1. SLA draws on linguistics, psychology, and first language acquisition to understand how people learn a new language.
2. Learners' first language influences their second language development through transfer of features and in the formation of an interlanguage.
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It seems quite clear that students in the classroom want and expect errors to be corrected.
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The document summarizes key aspects of error analysis as applied to the study of second language acquisition. It discusses error analysis as the first approach to SLA, focusing on learners' creative abilities and systematic errors. It then describes the main stages of conducting an error analysis - recognition, description and explanation of errors. Various error classification frameworks are also summarized, including analyzing errors based on linguistic category, surface strategy, comparisons to first language acquisition, and communicative effect.
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This document provides an overview of different linguistic approaches to second language acquisition (SLA) that have been influential. It begins with early approaches like contrastive analysis, error analysis, and the monitor model. It then discusses more internal approaches focused on learners' creative construction of language, including interlanguage, morpheme order studies, and universal grammar. Finally, it covers functional approaches to SLA involving an external focus on the communicative functions of language, such as systemic linguistics, functional typology, function-to-form mapping, and information organization. The document analyzes each approach and discusses their problems and contributions to the field of SLA.
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Learner language refers to the type of language produced by learners in the process of learning a second language. Studying learner language helps teachers understand what can be reasonably expected in the classroom and helps learners be aware of the steps of acquiring a second language. It also provides insight into the errors learners make. There are different types of errors including omission, misinformation, misunderstanding, and transfer errors from the first language. The development of learner language follows sequences of acquisition and accuracy, moving from early stages like silent periods to producing language in chunks and simplifying forms before mastering grammatical rules.
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The document discusses contrastive analysis and error analysis in language learning. It covers:
1) The weak, moderate, and strong versions of contrastive analysis hypothesis (CAH) and their limitations in predicting learner errors.
2) Factors like language transfer, both positive and negative, that can facilitate or hinder second language acquisition.
3) Problems with CAH predictions and the finding that many errors are not due to language differences.
4) Procedures for comparing languages in a contrastive analysis, including selecting areas, describing languages, comparing features, predicting difficulties, and verifying predictions.
5) Hierarchies of difficulty proposed to formalize predictions, including six categories ranging from
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The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
L2 acquisition
This document summarizes key topics in second language acquisition (SLA) including:
1. SLA draws on linguistics, psychology, and first language acquisition to understand how people learn a new language.
2. Learners' first language influences their second language development through transfer of features and in the formation of an interlanguage.
3. Variation exists between a learner's competence and performance due to processing constraints and other factors like communication demands.
Error analysis
Learner language, also called interlanguage, refers to the developing language system of second language learners. It is systematic but dynamic as learners receive more input and revise their hypotheses. Studying learner language helps teachers understand learner progress and errors. Learners form rules from intake and transfer from their first language can lead to errors, though it also aids learning. Errors reflect learners' current understanding and follow developmental sequences as interlanguage gradually approximates the target language.
Learner language
This document summarizes key aspects of learner language and second language acquisition. It defines learner language as the written or spoken language produced by language learners. Interlanguage refers to a learner's developing second language system. Studying learner language helps teachers understand what is reasonable to expect and helps learners understand the acquisition process. Errors provide insight into a learner's progress and can indicate overgeneralization of rules. Developmental sequences show that learners acquire language in predictable stages, influenced somewhat by their first language but with many commonalities across learners. Grammatical features, questions, negation and other structures follow identifiable developmental paths in learner language.
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This document provides instructions and activities for students to practice writing an email about sports. It includes suggesting organizing an email into paragraphs about beginning the email, the reason for writing, including two main ideas, and ending the email. It then provides several activities for students, such as rewriting an email into paragraphs, answering true/false questions about an example email, labeling sports in pictures, discussing sports they play, and answering questions to prepare to reply to the example email about sports activities at their own school.
TEC Secondary _ Writing.pptx
This document outlines the stages of a speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - another quick activity to set the context using questions, pictures, music etc.; 3) Reading for comprehension - students read a sample text with a simple comprehension task; 4) Model analysis - examining a model text to raise awareness of genre conventions; 5) Practice - activities relevant to the writing aspects analyzed; 6) Planning - time for students to think about what and how they will write; 7) Writing task - students write their piece, which can be a draft or final version. Each stage should not exceed 5 minutes except the writing task.
TEC Secondary _ Speaking.pptx
This document outlines the stages of an effective speaking lesson for secondary students: 1) Warm-up - a quick fun activity to engage students; 2) Lead-in - use of pictures, music, or questions to set the topic context; 3) Generate ideas - brainstorming or providing a model for students to develop speaking points; 4) Language clarification - introduce vocabulary and structures needed; 5) Practice - allow preparation time; 6) Speaking task - have students perform the speaking activity; 7) Reformulation - allow repetition of the task with feedback. Each stage should be brief except the speaking task.
Task set-up.pptx
This document provides guidance for setting up and managing classroom tasks. It outlines a six step process for teachers to follow: 1) grab students' attention using visual or auditory cues; 2) hold up materials needed for the task; 3) give clear, simple instructions using imperatives; 4) demonstrate the task; 5) check that students understood instructions through questioning; 6) monitor students as they work, providing encouragement and feedback. The goal is to engage students and ensure they understand expectations before beginning independent work.
TEC Sec _ 14 to 17.pptx
This document discusses the characteristics of 14 to 17 year olds. Physically, boys and girls have completed puberty and physical growth. Mentally, older teenagers have begun to develop their own identity and independence from groups. They are able to work independently and manage tasks with less supervision. Relationships become more individualized rather than group-focused. Older teenagers also begin to understand that issues are complex with multiple perspectives rather than single right answers.
TEC YLS _ Reading.pptx
The document outlines the stages of an effective reading lesson for primary learners: 1) Warm-up - a quick game to engage learners; 2) Lead-in - use of questions, pictures or clips to set the context; 3) Pre-reading - teach vocabulary and have students predict the text; 4) While reading (1) - first reading focusing on general ideas; 5) While reading (2) - second reading finding specific details; 6) Post-reading - students react to and discuss the content of the text. Each stage has time limits and focuses to make lessons comprehensive yet concise.
TEC YLS _ Listening stages.pptx
The document outlines the stages of a reading lesson for primary learners. It describes 6 stages: 1) Warm-up - a quick game to get students settled, 2) Lead-in - a brief activity to set the context, 3) Pre-listening - prepares students with vocabulary, 4) While listening (1) - students listen for the first time and focus on general ideas, 5) While listening (2) - students listen again and find specific details, 6) Post-listening - students react to and discuss the content. Each stage has guidance on time limits and focus.
TEC YLS _ Listening.pptx
This document provides examples of listening activities for a teacher education course on primary education. It describes exercises where students listen for mistakes, put pictures in the correct order based on a text, fill out questionnaires, color pictures while listening to instructions, and fill in missing words. It recommends that students can also create their own listening tasks and activities to practice their language skills. The key activities involve listening closely to instructions and using visual aids to demonstrate comprehension.
TEC YLS _ Vocab YLS.pptx
The document provides a framework for presenting vocabulary in primary classrooms with 4 steps: 1) Introduce meaning with visuals, 2) Check understanding through actions and pointing, 3) Drill pronunciation in groups and individually, 4) Present the written form. Some techniques for checking meaning include having students point to images around the room or show flashcards, while pronunciation drills include choral, slow, fast and covered repetitions. The framework emphasizes introducing meaning first before practicing pronunciation and viewing written words.
TEC YLS _ 8 to 11.pptx
Children ages 8 to 11 have formed basic concepts about the world and have strong views. They can distinguish between fact and fiction and frequently ask questions. They rely on both spoken language and physical experiences to understand meaning. They are starting to make some decisions about their own learning and have clear preferences. They also have a developing sense of fairness and may question teacher decisions. They can work cooperatively with others and learn from peers. By age 10, children have a well-developed native language and understand basic syntax rules. They can comprehend abstractions, symbols, and begin to generalize and systematize.
TEC YLS _ Task set-up.pptx
This document outlines steps for an effective task cycle for teachers. The task cycle includes 6 steps: 1) grab students' attention, 2) hold up materials, 3) set clear instructions using short sentences and imperatives, 4) demonstrate the task, 5) check that students understand the instructions, and 6) monitor students as they complete the task. Following these steps can help teachers effectively engage students and ensure they understand assignments.
TEC YLS_Framework.pptx
This document outlines the stages of a writing lesson for primary learners. It includes: 1) a warm-up activity to engage learners, 2) a lead-in activity to set the context, 3) exposing learners to a model text to analyze, 4) pre-writing activities like brainstorming to generate ideas, and 5) the writing task where learners produce their own text with guidance and support from the teacher. Each stage should be brief, no more than 5 minutes, and build upon the previous activities to scaffold the writing process for young learners.
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Error correction
- 2. LANGUAGE TRANSFER TRANSFER: positive transfer (facilitation) vs. negative transfer (interference) The nature of the transfer process is revealed through the NNS’ output INTERFERENCE: retroactive inhibition vs. proactive inhibition
- 3. CONTRASTIVE ANALYSIS Assumptions: (1) Language is a habit (2) L1 is the major source of error in SLA (3) Errors can be explained by the differences between L1 and L2 (4) The more L1 and L2 differ, the greater the chance for errors (5) Learners must concentrate on differences between L1 and L2 (6) Ease or difficulty in Learning correlate to the amount of differences or similarities between L1 and L2
- 4. ERRORvs. MISTAKE Errors reflect competence Systematic Errors refer to what students do not know
- 5. ERRORvs. MISTAKE Mistakes reflect performance Self-correctable Correcting mistakes is making explicit what the learner knows implicitly
- 6. ERRORS... Inform the teacher about what should be taught Inform the teacher about the course of learning Are an outcome of the learning process
- 8. ERROR CORRECTION LEADSTO... Awareness / Consciousness Gain of something implicitly / previously known Procedural knowledge becoming declarative knowledge
- 9. DEGREESOF ERROR CORRECTION INTERVENTION (on the spot) CORRECTION (covert) REMEDIATION (delayed)