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The Psychological Correction of Error in Second Language Classroom - Essay Example

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This essay describes a brief review of related literature or empirical findings on the psychological effect of positive feedback and negative feedback on errors in L2 classrooms, stressing the important transition from a behaviouristic method to a cognitive perspective of error correction…
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The Psychological Correction of Error in Second Language Classroom
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Download file to see previous pages Allowing errors to remain uncorrected is usually understood as being disregarded by the teacher, which hence results in some form of discouragement on the student’s part. Nevertheless, another negative possibility of allowing incorrect ideas or terms remain uncorrected appears to be that “the detective language might serve as an input model and be acquired by other students in the class” since the other students suppose the spoken idea or term was right. Furthermore, advocates of the auto-input theory state that if a student speaks flawed expression which is allowed to stay uncorrected, simultaneously this utterance functions as another input to the student who committed a mistake. The difficulty which is discerned primarily by educators is “that some learners may even modify their existing correct hypotheses to include incorrect forms, in order to conform with their classmates’ uncorrected output”. It is important to mention that each of the identified risks of ignoring or allowing students’ errors to remain uncorrected can also be viewed as aspects that support correction. Until the 1960’s theories of language learning were profoundly shaped by behaviouristic perspectives. During this period second-language acquisition (SLA) research had not attracted significant attention. Errors and routines were major issues of this perspective of language learning. Behaviouristic perspectives gave the explanation of the reason L2 students commit mistakes. Behaviourists view errors as objectionable. ...Download file to see next pagesRead More
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