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Language learning is like any other human learning. We have already seen that
children learning their first language makes countless mistakes from the
point of view of adult gramatical language. Many of these mistakes are logical
in the limited linguistic system within which children operate, but, by carefully
processing feedback from others, children slowly but surely learn to produce
what is aceptable speech in their native language. Second language learning in
its trial-and-error nature. Inevitably learners will make mistakes in the process
of acquisition, and that process will be impeded if they do not commit errors
and then benefit from various forms of feedback on those errors.
The fact that learners do make errors, and that these errors can be observed,
analyzed, and classified to reveal something of the system operating within the
learner, led to a surge of study of learners errors, called error analysis. Error
analysis became distinguished from contrastive analysis by its examination of
errors attributable to all possible sources, not just resulting from negative
transfer of the native language. Error analysis easily superseded contrastive
analysis as we discovered that only some of the errors a learner makes are
attributable to the mother tongue, the learners do not actually make all the
errors that contrastive analysis predicted they should,and that learners from
disparate language backgrounds tend to make similar errors in learning one
traget language.
There is a danger in too much attention to learners errors. While errors indeed
reveal a system at work, the classroom language teacher can become so
preoccupied with noticing errors that correct utterances in the 2nd language go
unnoticed. In our observation and analysis of errors,we must beware of placing
too much attention on errors and not lose sight of the value of positive
reinforcement of clear, free communication. While the diminishing of errors is
an important criterion for increasing language proficiency, the ultmate goal of
2nd language learning is the attainment of communicative fluency.
Finally, error analysis can keep us too closely focused on specific languages
rather tan viewing universal aspects of language. Researchers pay more
attention to linguistic elements that are common to all languages. The
language systems of learner may have elements that reflect neither the target
language nor the native language, but rather a universal feature of some kind.
The first step in the process of analysis is the identification and description of
errors. Corder provided a model for identifying erroneous or idiosyncratic
utterances in a 2nd language. According to Corders model, any sentence
uttered by the learner and subsequently transcribed can be analyzed for
idiosyncrasies. A major distinction is made at the outset between overt and
covert errors. Overtly errouneous utterances are unquestionably
ungrammatical at the sentence level. Covertly erroneous utterances are
gramatical well-formed at the sentence level but are not interpretable within
the context of communication. Covert errors, in other words, are not really
covert at all if you attend to surrounding discourse (before or after the
utterance). Im fine, thank you is grammatically correct at the sentence level,
but as a response to Who are you? it is obviously an error. A simpler and
more straightforward set of terms, then, would be sentence level and
discourse level errors.
SOURCES OF ERROR
Interlingual Transfer
Intralingual Transfer
One of the major contributions of learner language research has been its
recognition of sources oferror that extend beyond interlingual errors in
learning a second language. It is now clear that intralingual transfer
(within the target language itself) is a major factor in 2nd language
learning.
Researchers have found that the early stages of language learning are
characterized by a predominance of interference (interlingual transfer),
but once learners have begun to acquire parts of the new system, more
and more intralingual transfer generalization within the target
language-is manifested. As learners progress in the second language,
their previous experience and their existing subsumers begin to include
structures within the target language.
Context of Learning
A third major source of error, although it overlaps both types of transfer,
is the context of learning. Context refers,for example, to the classroom
with its teacher and its materials in the case of school learning or the
social situation in the case of untutored 2nd language learning. In a
classroom context the teacher or the textbook can lead the learner to
make faulty hypotheses about the language, what Richards called false
concepts and what Stenson termed induced errors. Students often
make errors because of a misleading explanation from the teacher,
faulty presentation of a structure or Word in a textbook, or even
because of a pattern that was rotely memorized in a drill but improperly
contextualized.
Two vocabulary tems presnted contiguously-e.g., point at and point
out-might in later recall be confused simply because of the contiguity of
presentation. Or a teacher may provide incorrect information by way of
misleading definition, Word, or grammatical generalization. Another
manifestation of language learned in classroom contexts is the
occasional tendency on the part of learners to give uncontracted and
inappropiately formal forms of language.
FOSSILIZATION
FORM-FOCUSED INSTRUCTION
As the focus of classroom instruction has shifted the past few decades from an
emphasis on language forms to attention to functional language within
communicative contexts, the question of the place of what has come to be
called form-focused instruction has become more and more important.
According to Spada, FFI is any pedagogical effort which is used to draw the
learners attention to language form either implicitly or explicitly.
ERROR TREATMENT
Should errors be treated? How should they be treated? When? Vigil and Oller
(1976) provided feedback about these questions.
Feedback
Affective
Cognitive