Reading is Thinking
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Thinking outside the box to deliver appropriate reading instruction that builds on the foundation of OG.
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presentation on error and mistake
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
Introduction to error analysis
Error analysis is a technique used to identify, classify, and explain errors made by language learners. It emerged in the 1960s as proposed by Pit Corder and provides insights into the second language acquisition process. Error analysis involves collecting language samples from learners, identifying errors, describing and explaining them, and evaluating or correcting them. It is useful for both learners and teachers as it reveals the problem areas and current status of a learner's language development.
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The WIDA ELP Standards were developed to address the needs of English language learners, their families, teachers, administrators and other stakeholders. The standards focus on academic language proficiency across five domains: social instructional language, language arts, math, science and social studies. They are organized into two frameworks for planning instruction and assessment, and include five ELP standards, four language domains, grade level clusters and six language proficiency levels to measure students' development.
Second Language Acquisition
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
The role of error
Errors occur when learners attempt language that is beyond their ability level and cannot self-correct, while slips result from temporary factors like fatigue and can be self-corrected. There are two main reasons for errors: first language interference and developmental errors from an incomplete language learning process. Developmental errors and interference errors may disappear over time with more exposure, but some can become "fossilized" if uncorrected. As a teacher, it is best to first allow students to self-correct, involve other students to comment before providing corrections, and have the original student practice the correct form.
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1. The document discusses the difficulty of learning Chinese characters and debates whether they are truly difficult to learn.
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presentation on error and mistake
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
Introduction to error analysis
Error analysis is a technique used to identify, classify, and explain errors made by language learners. It emerged in the 1960s as proposed by Pit Corder and provides insights into the second language acquisition process. Error analysis involves collecting language samples from learners, identifying errors, describing and explaining them, and evaluating or correcting them. It is useful for both learners and teachers as it reveals the problem areas and current status of a learner's language development.
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The WIDA ELP Standards were developed to address the needs of English language learners, their families, teachers, administrators and other stakeholders. The standards focus on academic language proficiency across five domains: social instructional language, language arts, math, science and social studies. They are organized into two frameworks for planning instruction and assessment, and include five ELP standards, four language domains, grade level clusters and six language proficiency levels to measure students' development.
Second Language Acquisition
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
The role of error
Errors occur when learners attempt language that is beyond their ability level and cannot self-correct, while slips result from temporary factors like fatigue and can be self-corrected. There are two main reasons for errors: first language interference and developmental errors from an incomplete language learning process. Developmental errors and interference errors may disappear over time with more exposure, but some can become "fossilized" if uncorrected. As a teacher, it is best to first allow students to self-correct, involve other students to comment before providing corrections, and have the original student practice the correct form.
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This lecture provides a general feedback to the concept of error analysis and the stages of conducting error analysis, and the sources of errors. ..etc.
Language testing - Contrastive analysis
This document discusses language testing and contrastive analysis. It covers the advantages and disadvantages of essay tests versus objective tests, and different types of language tests. It also discusses contrastive analysis, which is a branch of applied linguistics that examines the differences between a learner's native language and the target language. Contrastive analysis claims that language errors result from interference from the native tongue. The document provides examples of how differences in structures like articles, tenses and adjectives between Arabic and English could lead to errors for Arabic learners of English. Criticism of contrastive analysis is also mentioned.
汉语字符音符能力
1. The document discusses the difficulty of learning Chinese characters and debates whether they are truly difficult to learn.
2. While some research has found that learning characters places greater cognitive demands on learners, other studies indicate that with limited exposure, learners can master the complexity of character structure.
3. The document examines perspectives on teaching characters, including both those who advocate teaching typing over handwriting early on, and those who emphasize the relationship between writing characters and language acquisition.
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This document discusses error analysis and interlanguage theory in language learning. It defines error analysis as examining learners' mistakes to understand how language is acquired, and interlanguage as the independent language system learners develop between their native language and the target language. The document outlines the history of attitudes toward learner errors, from seeing them as problems to analyze, and explains current approaches seeing errors as a natural part of the learning process. It also discusses challenges in defining errors and the learner's developing language system.
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This document discusses techniques of error analysis in language teaching. It outlines two main approaches to error analysis: 1) using pre-selected categories of common errors, and 2) letting the errors themselves determine the categories. It also discusses uses of error analysis like contrastive analysis and investigating communicative strategies. Finally, it provides examples of procedures for remedial teaching after identifying errors through analysis, such as demonstrating errors, substitution tables, and sentence completion activities.
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An error analysis of presentation
This document summarizes a study that analyzed grammatical errors in writing by ninth grade students learning English as a second language in Pakistan. The study asked students to write about difficulties learning English and analyzed 176 total errors. The most common errors were in use of prepositions (50 errors), articles (52 errors), and morphology (32 errors). Other error types included tense (26 errors) and active/passive voice (16 errors). The results suggest error analysis can provide insight into students' language development and help teachers address areas of difficulty. The study supports using contrastive analysis to understand how a first language influences second language learning.
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The Philippine Informal Reading Inventory (PHIL-IRI) is a classroom assessment tool used to evaluate students' reading ability levels. It involves individually administering reading passages of increasing difficulty followed by comprehension questions. The PHIL-IRI helps teachers determine a student's functional reading level, reading strategies, comprehension skills, and word identification abilities. Teachers use the results to identify students' reading levels as frustration, instructional, or independent. This informs individualized instruction to meet all students' needs.
ERROR ANALYSIS
The document provides an analysis of errors made in a sample paragraph written by an English language learner. It identifies 14 total errors across 7 incorrect sentences, including errors in verb phrases such as incorrect verb tense and errors in noun phrases such as unnecessary additions of articles. The errors are classified into global and local lexical, morphological, and syntactic categories. The analysis aims to help teachers identify sources of learner errors and address them pedagogically.
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The document discusses approaches to describing learner language, focusing on analyzing learner errors. It describes how early work analyzed errors to determine if they resulted from first language transfer or creative rule construction. Researchers also used error analysis to challenge behaviorist views of second language acquisition. The document outlines Corder's steps for error analysis research, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating errors. It notes both benefits and limitations of error analysis as a research tool.
Error analysis presentation
This is a presentation I used for practicum course. It's useful for new teachers to know about error correction during a students oral presentation
Errors analysis
The document discusses various types of errors that can occur in written language, including mistakes in calligraphy, punctuation, grammar, vocabulary, spelling and presentation. It also categorizes errors as omissions, additions, substitutions or misorderings. Further, it presents Brumfit's 1977 staged approach for correcting errors, which starts with underlining and diagnosing errors, and progresses to marking errors less specifically through symbols in the margin or crosses per line.
Error Analysis
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
The Impact of Error Analysis and Feedback in English Second Language Learning
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This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.Sg android dev meetup 2013
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This document analyzes errors in tense usage made by Indonesian students learning English. The study identified errors of omission, selection, and addition in verb forms, time signals, and auxiliary verbs. Sources of errors included interference from the first language and incomplete understanding of English rules. Causes were overgeneralization, ignoring restrictions, and incorrect hypotheses. The analysis can help teachers identify errors and improve instruction to minimize interference and other issues.
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The document discusses Response to Intervention (RTI) programs in FUSD. It notes that RTI is an evidence-based intervention system that identifies struggling students, closes knowledge gaps, and brings students to grade level. The document then provides statistics showing that many students struggle with reading and the consequences of illiteracy like unemployment and incarceration. It emphasizes that learning to read begins before school and discusses research showing reading trajectories are established early, with low readers tending to fall further behind if not given support. The rest of the document discusses components of reading like phonemic awareness, decoding, fluency, and the importance of out-of-school reading practice. It frames RTI as a way to change trajectories for struggling readers through
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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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The document discusses approaches to describing learner language, focusing on analyzing learner errors. It describes how early work analyzed errors to determine if they resulted from first language transfer or creative rule construction. Researchers also used error analysis to challenge behaviorist views of second language acquisition. The document outlines Corder's steps for error analysis research, including collecting language samples, identifying errors, describing errors, explaining error sources, and evaluating errors. It notes both benefits and limitations of error analysis as a research tool.
Error analysis presentation
This is a presentation I used for practicum course. It's useful for new teachers to know about error correction during a students oral presentation
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Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
The Impact of Error Analysis and Feedback in English Second Language Learning
The Impact of Error Analysis and Feedback in English Second Language LearningEnglish Literature and Language Review ELLR
This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.What's hot (20)
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Topic 5 other variables in late L2 learning
This document summarizes research on factors affecting late second language acquisition. It discusses how age of acquisition can influence adult learners' ultimate attainment of pronunciation and other language skills. Specifically, it summarizes a study that found age of arrival predicted pronunciation abilities in spontaneous but not controlled speech. Exposure to an L2 environment alone does not ensure language development, as amount and type of use depends on individual choices and circumstances. While age and aptitude impact late L2 acquisition, motivational and social factors must also be considered. Teachers must help learners of various ages and abilities given input limitations in EFL contexts by addressing cognitive, motivational, and sociocultural factors.
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This document provides an overview of leveling systems used in libraries and schools. It discusses traditional quantitative leveling systems like SMOG and Flesch-Kincaid, second generation quantitative systems like Lexiles, and qualitative systems like Fountas & Pinnell. The document explains how each system measures text difficulty and provides examples of tools that use them. It notes the benefits of leveling for matching readers to texts but also cautions they are not precise and may limit choices. The document aims to help librarians and educators understand different leveling approaches.
Ell.meeting.5.14.12
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
El ls notinltl.5.14.12
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
Reading Standards Horizontal Progression_0.docx
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Accountability and Assessment - What can Tests tell you? by Alex Thorp
A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.
readingdifficultiesdisabilitiespowerpoint-140119201110-phpapp01 (1).pptx
This document provides an overview of teaching students with reading difficulties and disabilities. It discusses the importance of early identification of reading abilities and preventing reading problems. It also defines learning disabilities and their impact on students. The document then presents a framework for assessment and intervention planning with multiple steps involving classroom and formal assessments. Finally, it discusses key components of reading instruction, including oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension, and provides strategies to teach each area.
Language And Reading
Effective strategies for improving reading for "at Risk" students for high stakes assessment
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S utz teacher research presentation
The document outlines a study conducted with 5 English Language Learner (ELL) students who were struggling readers. The teacher implemented small group reading instruction focused on repeated readings, choral readings, and graphic organizers. Results showed that 3 of the 5 students increased their oral reading fluency but showed decreased reading attitude and STAR Reading scores. The teacher concluded that repeated readings and small group instruction were beneficial but that more time and work on fluency and expression is still needed. Limitations included small sample size and interruptions to the schedule.
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Reading is Thinking
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- 2. Reading is Thinking! Building Better Brains for Reading
- 6. Students using RAVE-O 5 students 3 students 6 students
- 11. DRP Scores Instructional Reading Level 38 24 F 41 23 E 38 31 D 45 26 C 41 35 B 38 21 A March October Student
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- 13. Student A, Sample 2
- 14. Student B, Sample 1
- 15. Student B, Sample 2
- 17. 144 Middle School Students - 34 in OG tutorial - 21 fluency - 4 compr/voc - 5 fluency/comp - 5 fluency/comp/ss - 10 fluency/ss - 2 org/ss - 13 fluency/writing & revision - 56 writing & revision - 14 speech/language (2Xwk) Student LFA Enrollment
- 18. LFA Percentages Comprehension Comprehension Comprehension Comprehension Fluency Fluency Fluency Fluency Fluency Writing Writing
- 21. Thinking Reader ™ A reading comprehension program for struggling readers Tom Snyder Productions ® • A Scholastic Company