helena roquet pugès departament de traducció i ciències del llenguatge
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INPUT, INTERACTION, OUTPUT. ERROR TREATMENT MÀSTER DE FORMACIÓ DE PROFESSORAT DE SECUNDÀRIA BATXILLERATS I EOIs. Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge Universitat Pompeu Fabra, Oct 2013 - PowerPoint PPT PresentationTRANSCRIPT
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INPUT, INTERACTION, OUTPUT.ERROR TREATMENT
MÀSTER DE FORMACIÓ DE PROFESSORAT DE SECUNDÀRIA BATXILLERATS I EOIs
Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge
Universitat Pompeu Fabra, Oct 2013Grup d’Adquisició de Llengües des de la Catalunya Multilingüe
(ALLENCAM)
LANGUAGE ACQUISITION IN MULTILINGUAL CATALONIA
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OUTLINE Foreign Language Acquisition paradigms (L2/L3)
Structuralist Behaviorist period. Contrastive analysis
Chomskyan period. Acquisition studies Interlanguage Error analysis
Stephen Krashen. Input hypothesis
Environmentalist period. Language and communication. The communicative approachInteraction hypothesis (Long)Noticing hypothesis ((Schmidt)Output hypothesis (Swain)
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OUTLINE
Input hypothesis (Krashen)
Interaction hypothesis (Long)
Noticing hypothesis (Schmidt)
Output hypothesis (Swain)
Errors
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Input Hypothesis (Krashen)
The acquirer builds up competence ONLY through comprehensible input. To acquire a L the message needs to be understood.
NATURAL COMMUNICATIVE INPUT IS THE KEY
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Interaction Hypothesis (Long)
Modified interaction is necessary for language acquisition.
Interactional modification makes input comprehensible.
Comprehensible input promotes acquisition.
Negotiation of meaning promotes language development.
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Noticing Hypothesis (Schmidt)
Noticing does not itself result in acquisition but it is the essential starting point.
NOTHING IS LEARNED UNLESS IT HAS BEEN NOTICED
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Comprehensible Output Hypothesis (Swain)
Comprehensible output: L produced by learners that is coherent and appropriate.
Producing the target L may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her intended meaning.
PRODUCTION OF L PUSHES LEARNERS TO PROCESS L MORE DEEPLY
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THE STUDY OF ERRORS 1. Errors met with brutal punishment
2. Behaviourism: errors signs of non-learning Contrastive analysis: the prevention of errors is more important
than the mere identification
3. Late 60’s: resurgence in interest in error analysis Corder (1981): Errors as guides on L learning process. Making
errors: strategy to test out certain hypothesis
4. Krashen (1983: Natural Order Hypothesis): acquisition in a predictable order in which errors are signs of naturalistic developmental processes.
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THE STUDY OF ERRORS
Errors are no longer “unwanted forms” but an active learner’s contribution to SLA.
Errors are a positive contribution to L learning and give students an active role on the L learning process.
Why are errors useful? 1. Provide data from which interferences can be made 2. Indicate to teachers which part of the TL students have more
difficulty producing correctly
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THE STUDY OF ERRORS
Practical aspect of error analysis:Function in guiding the remedial action we must take to correct an unsatisfactory state of affairs
Error / mistake:Error: result of incorrect rule learning, stored in brain incorrectly
Mistake: Less serious. It is the retrieval what is faulty, not the knowledge
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CLASSIFICATION OF ERRORS
Errors of competence: (can’t be recognised by L2 learners)
result from the application of rules which do not correspond to the L2 norm
1. Interlingual errors: caused by the structure of L1
2. Intralingual errors: caused by the structure of L2
Errors of performance: (can be recognised by L2 learners)
result from mistakes in language use and manifest themselves as repeats, false starts..
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CONCLUSION
Learning a second/foreign language it is not completely different from learning a first language, yet it is not
entirely the same…..