This document discusses corrective feedback in conversation classes. It begins by framing frequently asked questions about error correction and then examines different types of corrective feedback such as recasts, clarification requests, and explicit correction. The document advocates for feedback types that encourage self-correction like metalinguistic feedback and elicitation. It also notes that the type and timing of feedback should consider learners' proficiency levels and the activity's objective. Effective feedback provides cues to help learners notice and repair their own errors.
This document discusses different approaches to teaching grammar. It proposes a three-dimensional grammar framework that considers the form, meaning, and use of grammatical structures. It also discusses the challenges students face in learning grammar and emphasizes the importance of understanding students' learning processes. Effective grammar teaching involves enabling students to use structures accurately, meaningfully, and appropriately. Both form-focused and communicative approaches are recommended, along with examples of output activities and the role of feedback.
The document discusses developmental patterns in second language acquisition, noting that learners progress through similar stages as first language learners, reaching developmental milestones through continual exposure and practice over time rather than through formal teaching. It also outlines 5 stages of second language acquisition, from a pre-production silent period to an advanced fluency stage, describing typical student characteristics, goals, and intervention strategies at each level.
1) The document summarizes principles of second language acquisition from cognitive, affective, and linguistic perspectives. It discusses 9 cognitive principles including automaticity, meaningful learning, and intrinsic motivation. 2) It also outlines 9 affective principles such as language ego, self-confidence, and risk-taking. 3) Finally, it discusses 4 linguistic principles including the native language effect and interlanguage. The document provides explanations and classroom applications for each principle.
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
This document discusses different approaches to teaching grammar. It proposes a three-dimensional grammar framework that considers the form, meaning, and use of grammatical structures. It also discusses the challenges students face in learning grammar and emphasizes the importance of understanding students' learning processes. Effective grammar teaching involves enabling students to use structures accurately, meaningfully, and appropriately. Both form-focused and communicative approaches are recommended, along with examples of output activities and the role of feedback.
The document discusses developmental patterns in second language acquisition, noting that learners progress through similar stages as first language learners, reaching developmental milestones through continual exposure and practice over time rather than through formal teaching. It also outlines 5 stages of second language acquisition, from a pre-production silent period to an advanced fluency stage, describing typical student characteristics, goals, and intervention strategies at each level.
1) The document summarizes principles of second language acquisition from cognitive, affective, and linguistic perspectives. It discusses 9 cognitive principles including automaticity, meaningful learning, and intrinsic motivation. 2) It also outlines 9 affective principles such as language ego, self-confidence, and risk-taking. 3) Finally, it discusses 4 linguistic principles including the native language effect and interlanguage. The document provides explanations and classroom applications for each principle.
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
The document discusses the theory of functionalism in language acquisition. It outlines the key concepts of functionalism, including that language forms are created to serve communicative functions. The document also reviews the history and development of functionalism from the Prague School of Linguistics to Michael Halliday's Systemic Grammar. Finally, it examines strengths and weaknesses of the functionalist approach and how it informs methods of language teaching, with a focus on communicative competence over strict grammatical rules.
CLIL 1: What is it? Advantages and DrawbacksMontse Irun
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
A Methodical History of Language Teaching, BrownCristiane-Silva
The document provides a historical overview of methods for teaching foreign languages from the 19th century to present day. It describes the Grammar Translation Method, Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, the Natural Approach, and Functional Syllabuses. Each method is summarized with its key principles and disadvantages discussed. The reading concludes with study guide questions about applying past methods to modern language teaching.
Communicative competence refers to an individual's ability to communicate effectively and appropriately based on the social context. It involves four elements: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence is knowledge of grammar rules, sociolinguistic competence is understanding appropriate language use based on social context, discourse competence is coherent language use across sentences, and strategic competence is adapting language when needed due to communication issues.
This document discusses the causes and effects of grammatical errors. It defines grammatical errors as inaccurate forms, meanings, and uses of language based on its grammar. Grammatical errors can be caused by interlingual interference from one's native language or intralingual interference from incomplete learning of the target language. Common effects of grammatical errors include unclear communication, negative impressions, and employers disregarding job applications with errors. Addressing the causes of errors is important for enhancing English language learners' competence.
The document criticizes some classroom textbooks and materials for reducing the role of teachers, lacking imagination, failing to properly contextualize language activities, and not adequately representing gender or culture. It provides suggestions for how to improve upon these deficiencies, such as using authentic examples of language genres focused on meaning, analyzing examples to understand social purpose, and engaging students in joint construction of knowledge through discussion, reading, and group work.
This document discusses social variation in language, focusing on African American Vernacular English (AAVE). It covers the following key points:
1) AAVE has distinct phonological and grammatical features that developed from its creole origins and divergence over time from other English dialects.
2) Teachers often have negative attitudes toward students who speak AAVE, which can negatively impact these students' academic performance. Understanding students' and communities' attitudes toward AAVE is important for teaching.
3) Recognizing AAVE as a valid dialect that developed naturally, rather than from ignorance, can help teachers incorporate the dialect into their language arts pedagogy through exercises like translation drills between AAVE and standard English.
This document discusses different types of bilingualism and multilingualism, as well as methods for acquiring a second language. It defines bilingualism as speaking two languages and multilingualism as speaking more than two languages. Second language acquisition can occur through birth in bilingual families, immigration as a child or adult, or formal education. Several barriers to second language acquisition are identified, including age, time spent learning, occupation, motivation, and muscular flexibility of the tongue. The document also examines different language teaching methods, including grammar translation, audiolingualism, and communicative approaches. It emphasizes the importance of focusing on the learner and allowing errors as a natural part of the language learning process.
This document provides an overview of how to teach grammar, discussing various approaches and principles. It examines the case for and against explicitly teaching grammar. While the case against argues that grammar should not be separated from communication, the case for notes grammar enables fine-tuning of meaning and prevents fossilization of errors. Current approaches emphasize a focus on form within meaningful communication and consciousness-raising of grammatical structures. Basic principles of efficient and appropriate grammar instruction are also outlined.
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
Classroom interaction describes the social interactions between students and teachers that take place within the classroom. The traditional approach of one-way lectures from the teacher to passive students is moved away from, as deliberate interaction among all parties is key to enhancing language learning. Some objectives of classroom interaction include practicing critical thinking, stimulating student involvement, improving peer relationships, and sharing responsibility for learning. Techniques for interaction include whole-class discussions, role-plays, collaborative learning, and interactive sessions. Interactions can be between the teacher and students, students and students, or teacher-centered activities. Conclusion states that communication is the key, and interactions should involve both individual and group work, as well as closed and open-ended activities.
This document discusses different types of grammar including prescriptive, descriptive, and pedagogical grammars. It addresses issues in describing grammar such as which rules to describe, varieties of language, and the relationship between form and function. The document also covers limitations of grammatical descriptions, including the interdependence of grammar and lexis. Finally, it discusses how grammar is learned and approaches to teaching grammar, such as input flooding, guided participation, and feedback.
Cognitive code theory in Applied LinguisticsAfshan Khalid
Cognitive Code Theory is a theory of second language acquisition that merged Chomsky's Transformational Grammar with Carroll's cognitive psychology. It views language learning as a conscious process of acquiring mental control over phonological, grammatical, and lexical patterns through analyzing these patterns as a system of rules. The key principles of Cognitive Code Theory are that learning occurs through cognitive memory structures, language learning should involve meaningful practice, and learners should discover grammar rules inductively. While it emphasized understanding language structure over usage, some criticisms are that it is more of a theoretical framework than a teaching method and ignores other influences on learning like culture, biology, and past experience.
This document discusses content-based language teaching/learning. It explains that content-based learning involves using topics of interest to students as the medium for teaching both subject matter content and the target language. Students are more intrinsically motivated to learn when studying meaningful content in the target language. Examples of content-based curricula include immersion programs, sheltered English programs, and writing across the curriculum. The document provides an example activity on saving water where students research ways to save water and design posters in groups to encourage water conservation.
Contrastive analysis and error analysis are approaches to understanding second language acquisition. Contrastive analysis focuses on differences between a learner's first language and the target language, believing errors stem from transferring habits from the first language. Error analysis takes a more scientific view, seeing language acquisition as a cognitive process and errors as natural reflections of developing linguistic rules. Interlanguage theory posits learners develop their own internal language system, not an imperfect copy of the target language. Various taxonomies classify types of errors learners make.
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
The document discusses feedback in language learning. It provides examples of formative and summative feedback, as well as feedback on mistakes versus errors. Different strategies for providing feedback are examined, including delayed versus on-the-spot correction. Specific classroom situations are matched with the most appropriate feedback approach. The role of feedback in encouraging learners and helping them improve is also explored.
This document provides guidance on effective feedback and error correction techniques for teachers. It discusses the importance of feedback for student learning while avoiding negative impacts to students. Key points covered include:
- The difference between feedback and error correction
- Challenges with providing feedback, such as students perceiving it as judgment
- Principles for effective feedback, like focusing on learning rather than feelings
- Techniques for softening feedback and correcting errors, including immediate vs delayed correction and explicit vs implicit methods
- Factors to consider when deciding whether and how to correct errors, such as the error type and disruption potential
The document encourages practicing these feedback strategies and provides examples and activities for teachers to apply the guidance
This lesson plan is for an English class focused on reading comprehension for 11th grade students. The main aims are for students to understand how different tenses are applied in texts and to be active in class. Potential problems addressed are students not being interested or understanding. Materials include a board, speakers, laptop, photocopies and dictionary. The class will begin with an icebreaker from the teacher, followed by students working in pairs on a short reading and then socializing it. Next, students will do a puzzle activity. Homework assigned is for students to write a 250 word paragraph on a blog. The method of evaluation will be oral participation and use of topics, with teaching strategies including drawing, games and writing.
The document discusses the theory of functionalism in language acquisition. It outlines the key concepts of functionalism, including that language forms are created to serve communicative functions. The document also reviews the history and development of functionalism from the Prague School of Linguistics to Michael Halliday's Systemic Grammar. Finally, it examines strengths and weaknesses of the functionalist approach and how it informs methods of language teaching, with a focus on communicative competence over strict grammatical rules.
CLIL 1: What is it? Advantages and DrawbacksMontse Irun
This document defines CLIL (Content and Language Integrated Learning) and discusses its advantages. CLIL integrates language learning with the learning of non-language subjects. It can be effective if students are exposed to the foreign language for a long time, can interact with others, and adjustments are made to help with comprehension. Potential advantages include a natural approach to language learning, development of thinking skills, and enhancement of the curriculum. Drawbacks include the need for well-trained teachers and adequate support materials.
A Methodical History of Language Teaching, BrownCristiane-Silva
The document provides a historical overview of methods for teaching foreign languages from the 19th century to present day. It describes the Grammar Translation Method, Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, the Natural Approach, and Functional Syllabuses. Each method is summarized with its key principles and disadvantages discussed. The reading concludes with study guide questions about applying past methods to modern language teaching.
Communicative competence refers to an individual's ability to communicate effectively and appropriately based on the social context. It involves four elements: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence is knowledge of grammar rules, sociolinguistic competence is understanding appropriate language use based on social context, discourse competence is coherent language use across sentences, and strategic competence is adapting language when needed due to communication issues.
This document discusses the causes and effects of grammatical errors. It defines grammatical errors as inaccurate forms, meanings, and uses of language based on its grammar. Grammatical errors can be caused by interlingual interference from one's native language or intralingual interference from incomplete learning of the target language. Common effects of grammatical errors include unclear communication, negative impressions, and employers disregarding job applications with errors. Addressing the causes of errors is important for enhancing English language learners' competence.
The document criticizes some classroom textbooks and materials for reducing the role of teachers, lacking imagination, failing to properly contextualize language activities, and not adequately representing gender or culture. It provides suggestions for how to improve upon these deficiencies, such as using authentic examples of language genres focused on meaning, analyzing examples to understand social purpose, and engaging students in joint construction of knowledge through discussion, reading, and group work.
This document discusses social variation in language, focusing on African American Vernacular English (AAVE). It covers the following key points:
1) AAVE has distinct phonological and grammatical features that developed from its creole origins and divergence over time from other English dialects.
2) Teachers often have negative attitudes toward students who speak AAVE, which can negatively impact these students' academic performance. Understanding students' and communities' attitudes toward AAVE is important for teaching.
3) Recognizing AAVE as a valid dialect that developed naturally, rather than from ignorance, can help teachers incorporate the dialect into their language arts pedagogy through exercises like translation drills between AAVE and standard English.
This document discusses different types of bilingualism and multilingualism, as well as methods for acquiring a second language. It defines bilingualism as speaking two languages and multilingualism as speaking more than two languages. Second language acquisition can occur through birth in bilingual families, immigration as a child or adult, or formal education. Several barriers to second language acquisition are identified, including age, time spent learning, occupation, motivation, and muscular flexibility of the tongue. The document also examines different language teaching methods, including grammar translation, audiolingualism, and communicative approaches. It emphasizes the importance of focusing on the learner and allowing errors as a natural part of the language learning process.
This document provides an overview of how to teach grammar, discussing various approaches and principles. It examines the case for and against explicitly teaching grammar. While the case against argues that grammar should not be separated from communication, the case for notes grammar enables fine-tuning of meaning and prevents fossilization of errors. Current approaches emphasize a focus on form within meaningful communication and consciousness-raising of grammatical structures. Basic principles of efficient and appropriate grammar instruction are also outlined.
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
Classroom interaction describes the social interactions between students and teachers that take place within the classroom. The traditional approach of one-way lectures from the teacher to passive students is moved away from, as deliberate interaction among all parties is key to enhancing language learning. Some objectives of classroom interaction include practicing critical thinking, stimulating student involvement, improving peer relationships, and sharing responsibility for learning. Techniques for interaction include whole-class discussions, role-plays, collaborative learning, and interactive sessions. Interactions can be between the teacher and students, students and students, or teacher-centered activities. Conclusion states that communication is the key, and interactions should involve both individual and group work, as well as closed and open-ended activities.
This document discusses different types of grammar including prescriptive, descriptive, and pedagogical grammars. It addresses issues in describing grammar such as which rules to describe, varieties of language, and the relationship between form and function. The document also covers limitations of grammatical descriptions, including the interdependence of grammar and lexis. Finally, it discusses how grammar is learned and approaches to teaching grammar, such as input flooding, guided participation, and feedback.
Cognitive code theory in Applied LinguisticsAfshan Khalid
Cognitive Code Theory is a theory of second language acquisition that merged Chomsky's Transformational Grammar with Carroll's cognitive psychology. It views language learning as a conscious process of acquiring mental control over phonological, grammatical, and lexical patterns through analyzing these patterns as a system of rules. The key principles of Cognitive Code Theory are that learning occurs through cognitive memory structures, language learning should involve meaningful practice, and learners should discover grammar rules inductively. While it emphasized understanding language structure over usage, some criticisms are that it is more of a theoretical framework than a teaching method and ignores other influences on learning like culture, biology, and past experience.
This document discusses content-based language teaching/learning. It explains that content-based learning involves using topics of interest to students as the medium for teaching both subject matter content and the target language. Students are more intrinsically motivated to learn when studying meaningful content in the target language. Examples of content-based curricula include immersion programs, sheltered English programs, and writing across the curriculum. The document provides an example activity on saving water where students research ways to save water and design posters in groups to encourage water conservation.
Contrastive analysis and error analysis are approaches to understanding second language acquisition. Contrastive analysis focuses on differences between a learner's first language and the target language, believing errors stem from transferring habits from the first language. Error analysis takes a more scientific view, seeing language acquisition as a cognitive process and errors as natural reflections of developing linguistic rules. Interlanguage theory posits learners develop their own internal language system, not an imperfect copy of the target language. Various taxonomies classify types of errors learners make.
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
The document discusses feedback in language learning. It provides examples of formative and summative feedback, as well as feedback on mistakes versus errors. Different strategies for providing feedback are examined, including delayed versus on-the-spot correction. Specific classroom situations are matched with the most appropriate feedback approach. The role of feedback in encouraging learners and helping them improve is also explored.
This document provides guidance on effective feedback and error correction techniques for teachers. It discusses the importance of feedback for student learning while avoiding negative impacts to students. Key points covered include:
- The difference between feedback and error correction
- Challenges with providing feedback, such as students perceiving it as judgment
- Principles for effective feedback, like focusing on learning rather than feelings
- Techniques for softening feedback and correcting errors, including immediate vs delayed correction and explicit vs implicit methods
- Factors to consider when deciding whether and how to correct errors, such as the error type and disruption potential
The document encourages practicing these feedback strategies and provides examples and activities for teachers to apply the guidance
This document outlines an online seminar series for teaching grammar communicatively in the Philippines. It provides the schedule, objectives, and agenda for sessions on topics like integrating grammar into communicative lessons and giving corrective feedback. Techniques like recasts, clarification requests, and explicit correction are discussed. The importance of student uptake and repair is emphasized. Assignments involve creating error correction plans tailored for specific grammar objectives and lessons.
Estimados usuarios.
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Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
The document discusses drills, dialogues, and role plays as language teaching materials. It provides definitions and examples of different types of drills, including repetition drills, substitution drills, and transformation drills. It emphasizes the importance of making drills meaningful for students by relating them to students' experiences and allowing some unpredictability in student responses. The document also discusses how to design and present dialogues and role plays for language teaching purposes.
Corrective feedback in teaching pronunciationdileen3
This document discusses techniques for providing corrective feedback and correction in language teaching. It defines corrective feedback as focusing on correcting learners' errors, either orally or in writing. There are different types of corrective feedback strategies, including explicit correction, recasts, clarification requests, metalinguistic feedback, elicitation, and repetition. The document outlines steps teachers should take in providing corrective feedback, such as identifying the error, rephrasing or recasting the sentence with the correct form, prompting self-correction, providing explicit feedback if needed, and using concept-checking questions to ensure understanding. Specific techniques are also discussed for correcting pronunciation errors, like modeling sounds, immediate feedback, and using minimal pairs.
This document provides information about teaching techniques, student profiles, learning styles, basic concepts of mistakes vs errors, error correction methodology, and games for adult English language learners. It discusses approaches for different student personalities and strategies for correcting errors without discouraging language production. Various classroom activities are described, including dictogloss, circuits, and games using pictures, flashcards, and dice to reinforce vocabulary and grammar.
This document discusses various strategies and techniques for providing feedback to students on their language production. It begins by explaining the differences between slips, errors, and attempts in student language and potential reasons why students make the same mistakes. It then discusses various sources of errors like L1 interference and developmental sequences in L2 learning.
The document goes on to discuss principles of correction like only interrupting communicative activities if communication breaks down and providing feedback after the event. It provides examples of gentle correction techniques and strategies for recording mistakes to address later. Finally, it discusses using error codes and symbols to provide feedback, training students to understand the correction process, using group writing, and strategies to reduce the drudgery of marking like selective marking
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provided a document summarizing her work supporting school improvement and instructional quality. The document discussed establishing clear routines and procedures, analyzing student tasks, behaviors, and teacher behaviors during classroom observations. It also connected these observations to frameworks like Common Core, Danielson Evaluation Model, Marzano's strategies, and best practices. Evans plans future professional development sessions to model vocabulary instruction, provide classroom support through walk-throughs, and discuss how administration can help teachers improve.
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
This document discusses effective strategies for providing feedback on ESL students' written assignments. It notes that traditional feedback methods like only correcting mistakes do not teach students to recognize or correct errors themselves. The document recommends indirect feedback that indicates errors without correction, multiple rewrites, student-teacher conferencing, and feedback focused on content over surface errors. Suggestions include teachers consistently using clear symbols and comments to provide feedback and training students how to apply the feedback to improve their writing.
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
Additional resource for audio lingual methodLama Albabtain
The document outlines principles of the Audiolingual Method for teaching foreign languages. It emphasizes teacher-centered instruction where the teacher models the target language and students learn through repetition and drills. New vocabulary and structures are taught through dialog memorization. The goal is for students to form good habits in the target language through imitation and overlearning to overcome their native language habits.
The following presentation discusses the various ways of presenting vocabulary, some integral concept in teaching vocabulary, as well as games to make vocabulary teaching a engaging and fun endeavor.
This document discusses approaches to correcting errors when learning a foreign language. It describes:
1) Common causes of errors like influence of the native language, unclear rules, and carelessness.
2) Classifying mistakes by type and when a teacher should/should not correct.
3) Techniques for error correction, including peer correction, partial repetition by the teacher, and delayed correction through group activities with example cards. The goal is to help students learn without criticism by focusing on meaning.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
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3. Frequently Asked Questions
Should learners' errors be corrected?
When should learners' errors be corrected?
Which errors should be corrected?
How should errors be corrected?
Who should do the correcting?
*Questions originally framed by J.M. Hendrickson in 1978.
4. Frequently Asked Questions
1. Should learners' errors be corrected?
• Nativists – students’ errors should never be
corrected, because it is damaging to their self-
esteem
• Behaviorists – students’ errors should always be
corrected in order for students to attain full
proficiency.
5. Frequently Asked Questions
2. When should learners' errors be corrected?
• Should the error be corrected immediately?
• Should the error be corrected at the end of class?
3. Which errors should be corrected?
• Grammar?
• Vocabulary?
• Pronunciation?
• All errors?
6. Frequently Asked Questions
4. How should errors be corrected?
• What type of corrective feedback do you give to
the student?
5. Who should do the correcting?
• The teacher?
• Peers?
• The student who makes the error?
7. Theoretical Rationale for Corrective Feedback
Output Hypothesis (Swain): “[Output opportunities]
can help learners to make and test hypotheses
about linguistic correctness and to develop
metalinguistic knowledge of how the L2 works.”
Noticing Hypothesis (Schmidt): “Noticing is a
prerequisite of learning…conscious attention must
be paid to input in order for L2 learning to
proceed.”
8. Explicit vs. Implicit Feedback
“Corrective feedback differs in terms
of how implicit or explicit it is. In the
case of implicit feedback, there is no
overt indicator that an error has been
committed, whereas in explicit
feedback types, there is.” (Ellis, et. al.)
10. Explicit Correction
Giving the correct form to learners and
telling them what they said was incorrect.
Example:
STUDENT: I hurted my foot.
TEACHER: No, not hurted – hurt.
11. Recasts
Teacher rephrases the student’s utterances
to eliminate errors.
Example:
STUDENT: You can count with me!
TEACHER: You can count on me!
12. Clarification Requests
Teacher indicates to the student that they
didn’t understand what the student said.
Example:
STUDENT: I go my yob.
TEACHER: Pardon?
13. Metalinguistic Feedback
Commenting or asking questions about the
form of the student’s utterances without
explicitly correcting it.
Example 1:
STUDENT: He like to eat Pizza.
TEACHER: Do we say “he like?”
Example 2:
STUDENT: My favorite movie is ‘Rebél without a
Cause.’
TEACHER: Is it “Rebél” or “Rébel?”
14. Elicitation
Techniques used to get the student to produce the
correct form, either by completing the teacher’s own
restatement, asking the student questions about how
something should be said, or asking students to repeat
utterances in a reformulated version.
Example 1:
TEACHER: My name _____....
STUDENT: is.
Example 2:
TEACHER: How do we use the verb ‘to be’ in the
present tense, 3rd person singular?
15. Repetition
Teacher repeats back the incorrect
utterance with rising intonation or emphasis
so that student knows which part is in need
of repair.
Example:
STUDENT: I half three childrens.
TEACHER: I half three childrens?
16. Effective Forms of Feedback
Metalinguistic
Elicitation
Clarification Requests
Teacher Repetition of Errors
These types of feedback encourage students
to be cognizant of their error(s) and self-
correct.
17. Ineffective Forms of Feedback
Recasts
Lyster and Ranta report that recasting was
ineffective in getting students to repair their own
speech, since students may find recasts as
ambiguous or they may not know if the teacher is
responding to the content or the form of what they
said.
Intensive recasts may be beneficial for more
advanced ESL learners engaged in conversational
exchanges.
18. Feedback Type All Repairs (n = 184)
Student-Generated
Repairs (n = 100)
Recast (n = 375) 66 (36%) 0
Elicitation (n = 94) 43 (23%) 43 (43%)
Clarification request (n =
73)
20 (11%) 20 (20%)
Metalinguistic feedback (n
= 58)
26 (14%) 26 (26%)
Explicit correction (n = 50) 18 (10%) 0
Repetition (n = 36) 11 (6%) 11 (11%)
TABLE 1. NUMBER AND PERCENTAGE OF REPAIRS ATTRIBUTED TO EACH
FEEDBACK TYPE
(Lyster & Ranta, 1997)
20. Content vs. Form
Content – meaning or message.
Form – correct usage of grammar.
21. Content vs. Form
Questions to ask yourself:
1. Is it an activity or is it an exercise?
• Focus on content for activities.
• Focus on form for exercises.
2. What is the objective?
• “What if” scenarios?
• Grammar practice?
22. Feedback Strategies
1. Condition your students for the type of feedback
they will receive.
2. The type of feedback should match or complement
the activity.
3. Feedback should be appropriate to the student’s
level of proficiency.
4. Self-correction, peer-correction, teacher-correction.
5. Learner-centered approach.
23. Feedback Strategies (Tedick, Gortari)
“Practice a variety of feedback techniques. Good
teachers understand that one size does not fit all.
Individual learners may well differ in terms of the
particular error correction technique most
appropriate for their unique language development
needs.”
“Choosing to learn and use a few different types of
feedback that seem to produce student-generated
repairs increases your chance of reaching more
students.”
24. Feedback Strategies (Tedick, Gortari)
“Consider the context in which student language
use and errors occur.”
“Students in the early stages of cognitive
development and language acquisition need to be
encouraged to produce language that
communicates meaning.”
“Error correction techniques that require student
reflection on language structures or vocabulary are
not appropriate for learners in those early stages.”
25. Feedback Strategies (Tedick, Gortari)
“Focus on the learner—it's important to let the
learner self-correct. Remember that your students
may…be more capable than you think!”
“If we allow time and provide appropriate cues for
the learner to self-repair, more often than not the
student will come through.”
“The least effective technique for correcting a
student's incorrect language…is to simply give them
the answer.”
26. FAQ Revisited
1. Should learners' errors be corrected?
• Yes! Don’t allow mistakes to become fossilized.
2. When should learners' errors be corrected?
• Constant interruptions will raise the student’s
affective filter. Revisit common errors if
necessary and focus on form.
27. FAQ Revisited
3. Which errors should be corrected?
• Beginners – errors of content (meaning).
• Advanced – errors of form (grammar).
4. How should errors be corrected?
• Practice a variety of different feedback techniques.
There is not a “one-size fits all” answer.
5. Who should do the correcting?
• Student Peer Teacher.
28. Works Cited
Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT
CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR." Studies in
Second Language Acquisition 28.2 (2006): 339-68.
Omaggio Hadley, Alice. "Developing Oral Proficiency." Teaching Language in
Context. 3rd ed. Boston: Heinle & Heinle, 2001. 263+. Print.
Rezaei, Saeed, Farzaneh Mozaffari, and Ali Hatef. "Corrective Feedback in SLA:
Classroom Practice and Future Directions." International Journal of English
Linguistics 1.1 (2011): 21.
Tedick, D. and Gortari, B. (1998). Research on Error Correction and
Implications for Classroom Teaching. The Bridge, ACIE Newsletter. Center for
Advanced Research on Language Acquisition, University of Minnesota, v1.
[Online] http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf
Rachel Gamarra
Volunteer Coordinator for College & Career Readiness Team at the Arlington Public Library.
How to implement corrective feedback in your ESL or English Conversation Classes.
Foreign language teachers will also find the information presented in this slideshow useful & relevant to their classroom experience.
English Conversation Circles
Open to students of all proficiency levels.
No registration required.
Free – Led by Volunteers of Arlington Reads.
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Merrill Swain (1985)
Output hypothesis – the feedback is implicit. Students are allowed to make errors b/c they are experimenting with the language.
Output involves productive skills. Creativity by student.
Richard Schmidt (1990)
Noticing hypothesis – input (spoken by teacher to student) (listening) (reading) learner’s attention is drawn to form. “corrective feedback acts as stimulus, triggering learners to identify the gap between their erroneous utterance and the target form.“
L2 = Second language of the speaker (the speaker’s foreign language).
Implicit – the error isn’t expressly pointed out. Explicit – direct attention is drawn to the error.
Implicit – indirect feedback. Explicit – direct feedback.
(R Ellis, S Loewen, R Erlam)
This type of explicit feedback offers both positive and negative evidence (Ellis)
Recasts provide positive evidence, but there is not enough data yet to determine if it provides negative evidence. (Ellis)
The student is given the opportunity to self-correct. “ I go to my job.”
Example 1: subject-verb agreement error.
Example 2: student places emphasis on the wrong syllable. One |riˈbel| is an action (verb) and the other |ˈrebəl| is a person (noun.)
Metalinguistic feedback can be asked directly to the student or to the group.
When paired with a recast the feedback would be as follows: “I half three childrens?” or “I have three children?”
Recasts can be paired with Repetition to create explicit feedback; ex. Teacher recasts the incorrect utterance & waits for the student to self-correct. If the student does not self correct, the teacher recasts the incorrect utterance with the emphasis on the incorrect word.
These types of feedback encourage students to self-correct. They are cognizant of the error and are able to internally and externally rehearse the correct form.
Roy Lyster & Leila Ranta.
Recasts are typically ineffective, b/c the students are not cognizant of the errors they are making.
Elicitation
Metalinguistic
Clarification Request
We’ve listed the six types of corrective feedback…
Now it’s time to evaluate how we implement that in the ESL or FL classroom.
Image source: https://openclipart.org/people/ousia/conversation.svg
An activity will most likely focus on content, whereas an exercise will likely focus on form.
Objective? Create meaning: “What If” scenarios – or – practice using the present progressive, for example.
An activity will most likely focus on content, whereas an exercise will likely focus on form.
Objective? Create meaning: “What If” scenarios – or – practice using the present progressive, for example.
Conditioning should occur before the activity commences.
Explicit feedback would not be appropriate if the activity is one that requires open conversation. Constant interruptions will cause the student’s affective filter to go-up and discourage them from engaging in further conversation.
Level appropriate: form or content?
Correction – Self correction is ideal. Peer – one or multiple classmates; elicitation can be used to cue peer-correction.
Diane Tedick & Barbara Gortari offer us insights on how to implement and use corrective feedback.
English Conversation Circles are “immersive” in nature.
There are students of all levels in a conversation class.
Learner-centered.
Trial and error (on part of teacher). There isn’t a one-size fits all, perfect formula.
Citation: Tedick, Gortari.
Beginning students – content.
Advanced students – form.
This is why recasts are not appropriate for beginning students, but may be appropriate for advanced students.
Citation: Tedick, Gortari.
English Conversation Circles are “immersive” in nature.
Giving the answer = explicit correction & recasts.
Citation: Tedick, Gortari.
YES! Otherwise fossilization may occur. (Bad habits are easy to make but hard to break.)
Corrective feedback should be spaced & paced. Constant interruptions will raise the student’s effective filter. Revisit common errors if necessary & focus on form.
Beginners – content (meaning). Advanced – form (grammar)
As a teacher, you will want to practice a variety of different feedback types.
Student, peer, then teacher.
YES! Otherwise fossilization may occur. (Bad habits are easy to make but hard to break.)
Corrective feedback should be spaced & paced. Constant interruptions will raise the student’s effective filter. Revisit common errors if necessary & focus on form.
Beginners – content (meaning). Advanced – form (grammar)
As a teacher, you will want to practice a variety of different feedback types.
Student, peer, then teacher.
Learn more about volunteering with Arlington Reads by visiting www.arlingtonlibrary.org/arlington-reads or explore volunteer opportunities at a public library nearest to you by visiting www.volunteermatch.org.