No. 15.

1. Sources of data for L2 acquisition:

Error form that is different from the native speaker norm or any other behavior signal by the teacher to be
incorrect.
Input all language learner is exposed to.
Positive evidence just the language that learner is exposed to without any explanations how language works.
Focus on content not grammar, e.g. reading a book, listening to the radio, lectures.
Negative evidence information concerned how the language works, e.g. information about grammar rules, error
correction.
Authentic BBC news. Something that is used by a native speaker.
Preemptive explaining grammar rules before mistakes take place.
Reactive corrections after speech, reacting to the mistake.
Explicit (on the surface), telling the student the reason of his mistakes.
Implicit (hidden), student doesnt have to know if hes corrected.
2. What are the arguments for and against the provision of negative feedback in the second language
classroom?

FOR
error correction can accelerate the process (quicker
language development),
the student get better knowledge and learn on the base
of mistakes,
if we dont correct a student, others may think what
he said was correct, while it wasnt,
some contrasts between L1 and L2 cannot be learned
from input alone e.g.:
1) I often drink tea.
2) I drink often tea. its not correct, but in Polish
you can say: Pij czsto herbat.
attention of a learner is focused on error,
it prompts noticing the error, related to hypothesis
testing, e.g. She like tea. What? Oh, she likes tea!,

AGAINST
makes feel humiliate,
disturb the student,
students may feel ashamed, they can be discouraged
from further participation,
teacher is usually more interested in grammar than in
content,
very little correction outside the classroom because it
is considered impolite, rude,
parents very seldom correct their children who learn
L1,
grammatical structures are required in stages and
teaching is not capable of changing the stages, e.g.:
1) no daddy go, 2) daddy no go, 3) daddy dont go,
4) daddy doesnt go.

Hypothesis testing learner learns a rule e.g. he/she/it likes, then they can create a hypothesis e.g. we/they/you
likes. We call it over-generalization. Then comes error correction learner realizes that his hypothesis was wrong
and modify it, and create a new one: we/they/you like.
3. What are the main sources of errors?

L1 interference influences from mother tongue on L2 (negative influence). Rules of L1 influence the rules of
L2, e.g. I have 17 years (Im 17 years old). 30%
developmental overgeneralization using rules in a wrong way, e.g. they/we likes 60%
context of learning teacher gives students rules but he doesnt explain them properly or they are not correct.
Text book can not explain everything. Students follow each of the error and then makes mistakes. 10%
communication strategies if we dont know how to say something we dont have a knowledge instead we use
something else, e.g. restaurant restauration.

4. Types of errors:

error vs. mistake:

o error student doesnt know the rule and thats why he cant correct himself,
o mistake students know rules, but hes tired, in a hurry, he speaks spontaneously and then he makes
mistakes,

global vs. local error:

o global error the error effects the whole organization of a sentence and very often makes the sentence
incomprehensible (niezrozumiay) for an interlocutor,
o local error e.g. he likes drink coffee. Effect just one element of a sentence and doesnt lead (usually)
to misunderstanding.

content vs. discourse error:

o content error saying that something is not true,
o discourse error saying something in a way that is not acceptable in a particular classroom.
5. Differences between error correction in the classroom and in naturalistic discourse.

OUTSIDE:
- less error correction,
- non-native speaker focus on grammar errors, on the whole errors, discourse errors,
- native speaker corrects much less than non-native speaker he tries to deal with errors which block
communication,
-

6. What does research suggest about the effectiveness of error correction?

student is exposed to a lot of language,
subconsciously forms ideas about how the language works,
puts these ideas into practice by trying out new language,
receives new information is exposed to more language,
changes the original ideas to fit the new information.

7. What factors determine how teachers deal with students errors?

teachers own beliefs on the nature of the learning process,
objectives of a lesson,
the phase of a lesson in which the error occur,
proficiency,
students needs, attitudes.
8. What decisions does the teacher have to make before providing corrective feedback?

whether to correct or not if an error is very serious or not; some of them are not very important and dont
break communication; some errors are so serious that we cant understand the sentence, it depends on what is
happening during the lesson, the level and needs of the learners and the kind of error (is it pronunciation,
grammar, etc.).
o accuracy teach instructions and particular structures, focus on structure and grammar,
o fluency developing students fluency, mistakes shouldnt be corrected too often.
when to correct:
o immediate correction teacher interrupts student in the middle of a sentence, if we do it too often a
student in unwilling to speak, they may be embarrassed. Its used in terms of grammar clauses.
o delayed correction teacher waits until a student stops speaking and finishes the sentence and then
corrects. The best kind of correction student still remembers what he was talking about.
o postponed correction teacher writes down errors and after longer time he corrects mistakes: student
could not remember the correction not very effective.

how to correct :
o implicit (hidden) student doesnt have to know if hes corrected, correcting by negotiation of meaning,
e.g. What did you say? What do you mean?
o explicit (on the surface) student knows that he is being corrected, telling the student the reason of his
mistakes, e.g. Stop! Theres a mistake! You shouldnt use past perfect!

GENTLE CORRECTION teacher corrects the mistake but doesnt stop the communication, he reformulates
what was said (you hope student will notice the error). We want to develop communication not grammar,
e.g. A: He go to school. B: He went to school and what?

Who should perform the correction?

o teacher correction most frequent, teacher should be the best speaker in the classroom,
o peer correction one student corrects another, it could be embarrassing, some students dont like being
corrected by somebody whom doesnt like.
o self-correction this one is the best because only a learner can prove his language, if he corrects himself
than he thinks about a mistake, he remembers it. Negotiation of meaning encourages it.
9. What techniques of error correction do the teachers have?

repeating we ask student to repeat what they have said,

echoing we repeat what a student has said, emphasizing the part of the utterance that was wrong,
hinting giving a quiet hint, e.g. tense or countable,
reformation reformulating the sentence,
statement we can simply say: Thats not quite right,
if a student is unable to correct himself we need to focus on the correct version in more detail.
10. Students needs concerning the way in which their errors are corrected.

students prefer being prompted, given a choice or told that there was a mistake in their utterance, these strategies
allow the learner some independence in correcting,
students do not like non-verbal signals of disapproval such as the teacher waving finger,
students should know how and why teacher make decisions about correction,
they should develop ways to be involved in the correction process at appropriate times and ways,
teacher should observe himself and others to see what types of correction are available and appropriate in
different situations.
11. What principles, according to McPherson, should be the teacher adheres (stosowa) to when correcting
students errors?
I. Correction methods which are compatible with the learners current language proficiency not only how but
also what we correct is very important,
II. Correction methods which encourage learners to self-correction and analyze errors facilitate learning learners
attention should be focused on the task,
III. Correction methods which provide correction in a positive way facilitates learning; correction should not be
used as a form of punishment or expression of anger.
12. The difference between positive and negative corrective feedback.

positive feedback we give such feedback when we want to praise a student or reinforce a particular response,
negative feedback such feedback discourages students.
13. The difference between feedback on content and feedback on form.

feedback on content evaluation of the outcomes of the activity, about the message,
feedback on form evaluation of the language that a student uses; focus on language itself, on mistakes e.g.
grammar.
14. How can we help students avoid making errors?

TEACHER INDUCEED ERROR

S: Shes not doctor.
T: Theres something missing.
S: She does not a doctor.

Teacher caused that the learner makes an error.