The document discusses errors and mistakes in language learning. It defines the differences between errors and mistakes, with mistakes being performance errors where the learner knows the correct system but makes a slip, and errors reflecting the learner's current competence where their internalized system is incorrect. The document also discusses sources of errors such as interlingual transfer from the native language and intralingual errors within the target language. It notes the importance of balancing feedback on errors with positive reinforcement to avoid demotivating learners.
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOMOla AlSilaimi
Natural settings :
What is special about this 'natural' language learning?
Where can we find natural acquisition contexts?
What are the main characteristics of natural acquisition settings?
OBSERVING LEARNING AND TEACHING IN THE SECOND LANGUAGE CLASSROOMOla AlSilaimi
Natural settings :
What is special about this 'natural' language learning?
Where can we find natural acquisition contexts?
What are the main characteristics of natural acquisition settings?
Pakistan : le CCBE dénonce l'assassinat de Me Rashid RehmanJLMB
A la suite de l'assassinat de Me Rashid Rehman, qui défendait un universitaire accusé de blasphème, le CCBE demande la protection des avocats et une enquête sérieuse.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. 1. Errors and Mistakes
2. Statements about feedback The fact that the teacher gives feedback on student performance
implies a power hierarchy: the teacher above, the student below. Very much agree Totally disagree
Assessment is potentially humiliating to the assessed person. Very much agree Totally disagree
Teachers should give only positive feedback, in order to encourage, raise confidence and promote
feelings of success; negative feedback demoralises. Very much agree Totally disagree
3. Statements about feedback Giving plenty of praise and encouragement is important for the
fostering of good teacher-student relationships Very much agree Totally disagree Very frequent
approval and praise lose their encouraging effect; and lack of praise may then be interpreted as
negative feedback Very much agree Totally disagree Correcting each other can be harmful to
student relationships Very much agree Totally disagree
4. Mistakes and Errors Intralingual (within one language) errors Interlingual (across two or more
languages) errors ” A learner’s errors…are significant in (that) they provide to the researcher
evidence of how language is learned or acquired, what strategies or procedures the learner is
employing in the discovery of the language.” (Corder, 1967)
5. Mistakes and Errors A mistake refers to a performance error that is either a random guess or a
“slip,” in that it is a failure to utilise a known system correctly. An error , a noticeable deviation from
the adult grammar of a native speaker, reflects the competence of the learner. Mistakes are what
researchers have referred to as performance errors (the learner knows the system but fails to use it)
while the errors are a result of one’s systematic competence (the learner’s system is incorrect).
6. Mistakes and Errors Think about to what extent your learning or teaching has been characterised
by a progression of noticing and repair? Can you think of stages when you were in the process of
cleaning up your errors and may have made a few random mistakes? What do you do?
7. What’s the difference? An error cannot be self-corrected, according to James (1998), while
mistakes can be self-corrected if the deviation is pointed out to the speaker.
8. Error Analysis Learners from disparate language backgrounds tend to make similar errors in
learning one target language. Interlingual errors of interference from the native language Intralingual
errors within the target language The sociolinguistic context of communication Pyscholinguistic or
cognitive strategies Affective variables
9. Too much attention to error We must be aware of placing too much attention on errors and not
lose sight of the value of positive reinforcement or clearly expressed language that is a product of
the learner’s progress and development. The comprehension of language is as important as the
production . Language is speaking and listening, writing and reading. The absence of the error does
not necessarily reflect native-like competence because learners may be avoiding the very structures
that pose difficulty for them. We need to engage in performance analysis or inter-language analysis,
a less restrictive concept that places a healthy investigation or errors within the larger perspective of
the learner’s total language performance.
10. Sources of Error TABLE 9,1 PG 265 BROWN Interlingual Transfer Intralingual Transfer Context
of Learning Communication Strategies
2. 11. Identifying and Describing Errors “ Does John can Sing?” A. no B. Yes D. Can John sing? E.
Original sentence contained pre-posed do auxiliary applicable to most verbs, but not to verbs with
modal auxiliaries OUT2
12. Identifying and Describing Errors “ I saw their department” YES NO (Context was a conversation
about living quarters in Mexico) NO F. YES. Spanish G. YO vi su departamento. YES H. I saw their
apartment E. Departamento was translated to false congate department. OUT2
13. But…what can I do more quickly? Generalised errors: addition, omission, substitution and/or
ordering Levels of language need to be considered: phonology, orthography, lexicon, grammar and
discourse Global errors hinder communication: ; they prevent the hearer from comprehending
some/all aspect of the message. Local errors do not prevent the message from being heard, usually
because there is only a minor violation on one segment of a sentence, allowing the hearer/reader to
make an accurate guess about the intended meaning.
14. Stages of learner language development Random Errors – pre-systematic stage Emergent
Stage Systematic Stage Postsystematic or stabilisation stage
15. References Brown, 273- 280 Errors in the Classroom Celce-Murcia and Hawkins, 1985,
Contrastive analysis, error analysis and interlanguage analysis. Beyond basics: Issues and
research in TESOL (44-66) Rowley, MA: Newbury House Gass (1989) James (1998) Errors in
language learning and use: Exploring error analysis. Harlow, UK: Addison Wesley Longman Corder
(1967), The significance of learners’ errors. International review of Applied Linguistics, 5, 161-170
Corder (1971) Idiosyncratic dialects and error analysis. International review of Applied Linguistics, 9,
147-159 Panova I and Lyster R(2002), Patterns of corrective feedback and uptake in an adult ESL
classroom, TESOL Quarterly, 36 – 573-595