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First and second language acquisition
Merits and demerits of language teaching approaches
Analysis of factors upon second language acquisition
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Recommended: First and second language acquisition
Classroom interaction is an extensively studied field of Second Language Acquisition that often involves many different investigation of the cooperation between students and teachers (Mackey, 2007; Mackey 2012). One of the main focuses of interaction is corrective feedback in L2 classrooms with the target issue of the language itself and how it is used in the L2 context. Corrective feedback occurs when a student produces an oral error, which is usually followed with the teacher’s reaction in the form of correction. After the teacher’s corrective turn, the student may respond with a sign of learning or comprehension by producing an uptake that reacts to the correction.
There have been many scholastic contributions to the field of corrective feedback. A seminal study done by Lyster and Ranta (1997) provided a taxonomy of the types of corrective feedback and learner uptake which was fundamental for being able to code corrective feedback. They gathered their analysis from four French immersion classrooms that provided six different corrective feedbacks: recast, clarifications, metalinguistic feedback, explicit correction and repetition. The results also showed that recasts, along with clarifications, were used the most which the authors argue that they are not the best methods for a learner’s uptake. Sheen (2004), using Lyster and Ranta’s taxonomy, explored the similarities and differences in teachers’ corrective feedback and learner’s uptake across four different instructional settings: French Immersion, Canada ESL, New Zealand ESL and Korean ESL. The results showed that the most frequent feedback type in all four contexts was recasts and that the salient use of recasts produced the greater number of student uptakes dealing with li...
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...ducation and teachers’ use of incidental focus-on-form techniques. Language Teaching Research, 8, 301–327.
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263-300.
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361-392.
Simard, D., & Jean, G. (2011). An exploration of l2 teachers' use of pedagogical interventions devised to draw l2 learners' attention to form. Language Learning, 61(3), 759-785.
Tomasello, M., & Herron, C. (1989). Feedback for language transfer errors: The garden path technique. Studies in Second Language Acquisition, 11, 385-395.
Yoshida, R. (2008). Teachers' choice and learners' preference of corrective feedback types.
Language Awareness, 17(1), 78-93.
Amrhein, Hannah R., & Nassaji, Hossein. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13(2), 95-127
The Role of Feedback in the Learning of Skills Galligan et al say “whichever form is used, it is important that it is given or received as close to the performance as possible. It must be accurate, understandable, concise and constructive.” Feedback can be positive, negative, extrinsic, intrinsic, terminal, concurrent, the knowledge of performance and the knowledge of results. All these types of feedback is the receiving and giving of sensory information concerning both positive and negative outcomes of a performance.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
When reading the article, “Principles of instructed second Language” by Professor Rod Ellis (2008), he gives us a brief overview of eight principles that we can use to help ELL students. L2 (second language learners), must be able to adapt to the language of America. As educators we must find the correct road map to assist these students. SLA researchers are not so sure that we can help these students to achieve this goal. Professor Ellis does believe with some guidance that educators can have “provisional specification”.
Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249.
Second language learners often encounter linguistic problems as evidenced in the errors they make in the process of learning another language. Because errors regularly occur in the language classrooms, students and teachers often find themselves confronting with error correction. Error correction, which is also called corrective feedback or negative feedback (Ortega, 2008), has become a topic of great interest to me because of my own experience as a multilingual language learner learning two languages (English and Tagalog) simultaneously as a child in addition to my L1, which is Cebuano. My own experience as an ESL teacher for nine years has also prompted me to read the literature on this topic. The review of literature found in the next pages reveals that most studies addressing this issue were conducted in various settings particularly in inner and expanding circle countries like the U.S. Canada, and Japan. However a study, investigating Filipino ESL students’ attitude toward error correction was never found and reported in any of the various ELT and SLA journals. It is therefore the goal of this paper to supply this gap in the literature.
Andrew Sampson states that total proscription of mother tongue is detrimental to some extent, suggesting that code switching of mother tongue and English, under a good strategy of control, is useful for academic needs and even communicating purposes by concluding, “The results of this study suggest that code-switching is not necessarily connected to learners’ ability level and rarely signals an unwillingness to communicate in L2, but rather serves communicative classroom functions such as expressing equivalence, discussing procedural concerns, floor holding, reiterating concepts, and forming group relationships” (302). Code-switching not only improves the learner’s proficiency in English, but also allows the students to learn. In most cases, English language is meant for English-speaking students’ at level L2 or L3. Therefore, teachers should help non-native English-speaking students to code-switch in their communications. Code switching would improve the learner’s ability to identify his or her mistakes and correct those mistakes while she or he continues to learn English. At the same time, if possible, the teachers might use code switching to illustrate particular concepts and subjects. In other words, the teachers themselves can use the learner’s L1 or any other language to explain concepts or offer examples on the subjects in the learner’s L1. However, the teachers should avoid using oversimplified English words and vocabularies. This is because such approach would not help the learner to perfect his or her English
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
Tomasello, M., & Herron, C. (n.d.). Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. ERIC - Feedback for Language Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. Retrieved February 8, 2014, from http://eric.ed.gov/?id=EJ400841
...is approach, the flip classroom is combined with Freire’s problem solving approach for second language learners (Marshall and DeCapua, 2013). The students are presented with a stimulus at the beginning of the session such as a photo or a story. The students explore the problem presented in the stimuli and how it relates to them. They are then required to bring to the problem the knowledge and understanding that they possess. Gaps in their understanding are revealed through peer interaction. The learners are then presented with the resource that they will need to explore in their own time and how it might assist them in bridging the identified gaps. This approach can be used to explore the cultural dissonance and discomfort that an ESL learner might experience. The active learning that is promoted improves the second language acquisition (Gass and Mackey, 20006).
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300. Retrieved March 13, 2012 from, http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805614&site=ehost-live&scope=site
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?
Feedback is one form of assessment that teachers think will take long, however, if given orally to the students it allows them to correct what they are misunderstanding or doing wrong. Most teachers feel that feedback is meant to be written down but it is not necessary to do so. Oral feedback as well as written feedback can be very effective and beneficial for a student if done correctly. According to Leahy et al (2005), “To be effective, feedback needs to cause thinking. Grades don 't do that. Scores don 't do that. And comments like “Good job” don 't do that either. What does cause thinking is a comment that addresses what the student needs to do to improve…” (p. 22). I felt that this quote was very fitting to what I did in the classroom while walking around and checking up on the students. Instead of saying “good job” or “looks good,” I found myself watching bits and pieces of several
The behavioural approach is closely linked to behaviour psychology and guides the individual towards learning a language through direct interaction which people who speak the language. The natural behaviour of learning a language is linked to first listening to the language before gradually beginning to pick works, building sentences and eventually attempting conversation (Littlewood 2002). This requires for there to be a positive stimulus which keeps presenting the learning with opportunities to hear words, learn them and reply. It’s also the responsibility of the tutor of stimulator to re-enforce the individual confidence through encouragement, acknowledgement and polite corrections. The tutor or stimulus is a very important aspect linked to learning a second language but it’s also important to remember the individual must be able to bond with the educator to secure the required response while