Measures of Central Tendency: Mean, Median and Mode
Linguistic factors presentation
1. Done by:
Alemán, Pedro
Mariscal, Aurora
UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
Subdirección de Investigación y Postgrado
Subprograma de Enseñanza del Inglés como Lengua Extranjera
3. Contrast L1 vs. L2
Page 3
Effect of L1 on L2
Error analysis:
Interlanguage
(learner language)
Historical progression
The effect on:
input
• Feedback
• Interaction
• Awareness
• Acquisition of
• Error treatment
Effect of classroom
instruction
Focus on form
4. The Contrastive Analysis Hypothesis
Two languages in contrast
Success in SLL
involves
master differences
between L1 and L2
Page 4
6. The Contrastive Analysis Hypothesis
The patterns that caused difficulty could be
predicted and described.
(Lado, in Brown, 2007).
Page 6
7. The Contrastive Analysis Hypothesis
Model of prediction of Practor (1967)
Hierarchy of difficulty
• 6 categories of difficulty in ascending order
• applicable to both grammatical and phonological features
of language.
“Zero” = one-to-one 5
4
correspondence and
transfer 3
2
“Fifth” = the height of 1
interference
0
Page 7
8. The Contrastive Analysis Hypothesis
Transfer
• No difference or contrast is present between L1 and L2.
• Positive transfer of a sound, structure or lexical item from
L1 to L2.
e.g. English & Spanish cardinal vowels
Page 8
9. The Contrastive Analysis Hypothesis
Coalescence
Two items in L1 become coalesced (come together) into
essentially one item in L2.
e.g. English 3rd-person possessives require gender
distinction and in Spanish they do not
2 1
Page 9
10. The Contrastive Analysis Hypothesis
Underdifferentiation
• An item in L1 is absent in L2.
• The learner must avoid that item.
e.g. adjectives in Spanish require gender (alto/alta)
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11. The Contrastive Analysis Hypothesis
Reinterpretation
An item that exists in L1 is given a new shape
or distribution.
e.g. new phonemes require new
distribution of speech articulators
-/r/, etc.
Page 11
12. The Contrastive Analysis Hypothesis
Overdifferentiation
A new item entirely, bearing any
similarity to L1 item, must be learned.
e.g. English speakers must learn the
use of determiners in Spanish
man is mortal / El hombre es mortal.
Page 12
13. The Contrastive Analysis Hypothesis
Split
• One item in L1 becomes two or
more in L2.
• The learner has to make a new
distinction.
e.g. English speakers must learn
the distinction between (ser) and
(estar)
Page 13
14. From the CAH to CLI
From Contrastive Analysis Hypothesis
to
Cross-linguistic influence
Page 14
15. From the CAH to CLI
Wardhaugh (in Brown, 2007)
Strong version of CAH
differences
in the between L1
language
language structure
behavior and culture
can be
change of a
equated vs.
foreign
L2
language language
student structure
and culture
Page 15
16. From the CAH to CLI
Weak version of CAH
Page 16
17. From the CAH to CLI
Today
Weak version = Cross-linguistic influence (CLI)
Page 17
18. From the CAH to CLI
Prior experience has a significant role in
any learning act
The influence
of L1
as prior
experience
must not be
overlooked
Page 18
19. Markedness and Universal Gramar
Eckman (in Brown, 2007)
Method for determining directionality
of difficulty
Page 19
20. Markedness and Universal Gramar
Markedness Differential Hypothesis (Markedness Theory)
Explains relative degrees of
difficulty
principles
by means
of Universal
of
Grammar
Page 20
21. Markedness and Universal Gramar
Members of a pair of related forms or structures
an marked
a unmarked
form form
Contains at least one more feature
Page 21
22. Markedness and Universal Gramar
Eckman (in Brown, 2007)
More
Unmarked
items
difficult
Less Marked
difficult items
Degrees of markedness = degrees of difficulty
Page 22
23. Learner Language
CAH
ignored intralingual &
strategic effects
of SLL
Page 23
24. Learner Language
sources of Creative
knowledge construction
of a
About L2
system
learners
test
Page 24 hypothesis
25. Learner Language
Terms
Interlanguage
Approximative system
Idiosyncratic dialect
Second language learners form their own self-contained
linguistic systems
Page 25
26. Learner Language
Interlanguage (Selinker, 1972)
systematic knowledge of an L2
independent of learner’s L1 and the target language
L2 I
L1
Page 26
27. Learner Language
Approximative system (Nemser, 1971)
Interlanguage + a successive approximation to the
target language
L2
I
Page 27
L1
28. Learner Language
Idiosyncratic dialect (Corder, 1971)
learner’s language is unique to a particular individual
Page 28
29. Learner Language
Learner language
(James, 1990; Lightbown & Spada, 1993)
to study the speech and writing of learners
Page 29
30. Learner Language
Production data is
observable
• reflective of a learner's
underlying competence
Comprehension is
not directly
observable
Page 30
31. Learner Language
errors
errors
Page 31 The study of the errors of learners
32. Error Analysis
Learning or
Errors acquiring
information
Erroneous
mistakes assumptions
misjudgments Miscalculations
Page 32
33. Error Analysis
feedback
errors
Language
acquisition
Page 33
34. Error Analysis
Corder (1967)
Learner’s
errors
what strategies or
how language is
procedures the
learned or
learner is
acquired
employing
Page 34
35. Error Analysis
Mistakes and errors
Mistake
a performance error that is either a
random guess or a “slip”.
Native speakers make mistakes
Error
a noticeable deviation from the adult
grammar of a native speaker.
Reflects learner’s competence
Page 35
36. Error Analysis
study of learners’
learners do these errors can
errors, called
make errors be analyzed
error analysis
Page 36
37. Error Analysis
Differences between EA & CA
Examination of
errors
attributable to
all possible
Examination of
sources
errors
resulting from
negative
transfer of the
L1
Page 37
38. Error Analysis
Errors in Error Analysis
Shortcomings
too closely
too much focused on overemphasis
specific languages
attention to rather than on production
learner’s errors. viewing universal data
aspects
Page 38
39. Error Analysis
Identifying and Describing Errors
to understand
L2
L1
complicated
because such systems cannot
be directly observed
Page 39
40. Error Analysis
Identifying and Describing Errors
Linguistic systems of L1
and L2 must be….
Inferred
Production &
Comprehension
data
Page 40
41. Error Analysis
Identifying and Describing Errors
Identification Description of Determination
3
1
2
of errors errors of the source
of errors
Page 41
42. Error Analysis
Identifying and Describing Errors
Corder (1971)
Provided a model
erroneous or idiosyncratic
utterances in a SL
Page 42 Identification of errors
43. Error Analysis
overt vs. covert errors.
a. overt –erroneous utterances
ungrammatically at the sentence
level.
e.g. Does John can sing?
Page 43
44. Error Analysis
Identifying and Describing Errors
b. covert –grammatically well-formed
but not according to context of
communication (discourse level).
e.g. I’m fine, thank you.
Grammatically correct
What if it is a response to:
“Who are you?”
Page 44
45. Error Analysis
Levels of language:
Generalized:
phonology or
addition, omission, su
orthography, lexicon,
bstitution and
grammar and
ordering
discourse
Categories for
description of errors
Dimensions: domain
Global (hinds
(from phoneme to
communication) or
discourse) and
local (allows to make
extend (linguistic unit
a guess)
to be corrected)
Page 46
46. Error Analysis
Sources of Error
Why are certain errors made?
What cognitive strategies and styles
or even personality variables underlie
certain errors?
Page 47
47. Error Analysis
Interlingual transfer from the native language
(L1) to the L2
by sheep
Interference
Page 48
48. Error Analysis
Intralingual transfer (within the target language
itself)
Overgeneralization
e.g. “He goed”
Page 49
49. Error Analysis
Context of learning
e.g. in a classroom context lead the
learner
to make faulty
hypothesis
about the
language
Page 50
51. Stages of Learner Language Development
Corder (1973)
Progression of language learners
4 stages
Title in here
4th and final stage
stabilization stage;
3rd stage
Title in here post systematic
stage
truly
2nd stage systematic
stage
emergent
1st stage
Title in here
random errors,
pre-systematic stage
Based on observations of what the learner
Page 52
does in terms of errors alone.
52. Variation in Learner Language
Not all learner language is
orderly and systematic
Page 53
54. Variation in Learner Language
Gatbonton (1983) (in Brown, 2007)
“Gradual Diffusion”
First,
incorrect forms
coexist with
correct forms
Then,
the incorrect
Page 55 forms are delete
55. Variation in Learner Language
Variation‟s
sources
• Context
• Style
• Gender
• Type of task
Second Language Learners
Page 56
56. Variation in Learner Language
One of the current debates in SLA theory:
Can variability be systematically explained?
Page 57
57. Variation in Learner Language
Learners can exhibit a tremendous
degree of variation
Page 58
58. Variation in Learner Language
Ellis (1984)
'Variable Competence Model' Of SLA
Learners, like native
speakers, have a number
of different overlapping
language systems
Page 59
59. Variation in Learner Language
Elaine Tarone‟s “Capability Continuum Paradigm”
Any linguistic system must be viewed as consisting of a
continuum of styles
grammatical intuition data
attended speech data
Vernacular Careful style
style (more Style 2 Style 3 Style 4 Style n (more TL/NL
pidgin like) like)
various elicitation tasks: elicited
imitation, sentence combining, etc.
unattended speech data
Page 60
60. Variation in Learner Language
Tarone (1988)
Linguistic
context
Contextual
variability
Situational
context
Page 61
61. Variation in Learner Language
Tarone (1988)
linguistic
context
psychological
language Categories processing
function of Variation factors
social
context
Page 62
62. Fossilization or Stabilization
Fossilization
Process in which incorrect
language becomes a habit and
cannot easily be corrected.
Page 63
63. Fossilization or Stabilization
Fossilization
Normal and natural stage for
many learners
Should not be seen as a terminal
illness
Page 64
64. Fossilization or Stabilization
Stabilization
Steady state in which there is no
change occurring
Selinker (in Cui-lian, 2003)
• temporary stage of “getting
stuck”
• a natural stage in learning
process.
Page 65
65. Fossilization or Stabilization
Vigil and Oller (in Brown, 2007)
Model of Fossilization
Interactive
feedback
focused on
the role of
extrinsic Interactive
feedback
Interactive
feedback
feedback
the interactive feedback Interactive Interactive
feedback feedback
received by a learner has a
controlling influence on
Page 66
fossilization
66. Fossilization or Stabilization
Vigil and Oller (in Brown, 2007)
Certain types of
feedback prompt
learners to modify their
knowledge of the L2
While other types
encouraged learners to
oppose or resist
change.
Page 67
67. Fossilization or Stabilization
Vigil and Oller (in Brown, 2007)
Positive (+) Negative (-)
Modify
Cognitive Promote
linguistic
feedback fossilization
knowledge
Modify
Affective Promote
linguistic
feedback fossilization
knowledge
Page 68
68. Fossilization or Stabilization
'Cognitive' and 'Affective' feedback
• actual understanding
• gives information about the use of
the language
'Cognitive„ feedback
• motivational support interlocutors
provide each other with during an
interaction
• emotional reactions as response to
the interaction itself
Page 69 'Affective' feedback
69. Errors in the Classroom: A Brief History
Should errors be treated?
How should they be treated?
When?
Page 70
70. Errors in the Classroom: A Brief History
Vigil and Oller (in Brown, 2007)
Abort
Red (–) Recycle
Message
Yellow () Continue Continue
Green ()
'Affective' 'Cognitive„
feedback feedback
Page 71
71. Errors in the Classroom: A Brief History
e. g. Does John can sing?
Affective Cognitive
() Keep talking; I’m () I understand your
listening message; it’s clear.
() I’m not sure I want to () I’m not sure if I correctly
continue this understand you or not.
conversation. (–) I don’t understand what
(–) This conversation is you are saying; it’s not
over clear.
Page 72
72. Errors in the Classroom: A Brief History
Hendrickson (in Brown 2007)
Advices
Differentiate between
global & local errors.
Page 73
73. Errors in the Classroom: A Brief History
Global errors
• hinder communication
• prevent the learner from
comprehending some aspects
of the message.
(Burt, 1975)
Hendrickson (in Brown 2007)
“They need to be treated”
Page 74
74. Errors in the Classroom: A Brief History
Local errors
• only affect a single element of a
sentence
• do not prevent a message from
being heard
Hendrickson (in Brown 2007)
“They do not need to be corrected”
Page 75
75. Errors in the Classroom: A Brief History
How to correct errors?
Overpoliteness Expectations:
of the real every error
world Language classroom: corrected
a happy optimum
Page 76
76. Errors in the Classroom: A Brief History
How to correct errors?
Bailey’s taxonomy for error treatment classification
7 basic options complemented by 7 possible features
Page 77
77. Errors in the Classroom: A Brief History
How to correct errors?
Basic Options
1. To treat or to ignore
2. To treat immediately or delay
3. To transfer treatment (other learners) or not
4. To transfer to another individual, subgroup or the whole
class
5. To return , or not, to original error maker after treatment
6. To allow other learners to initiate treatment
7. To test for efficacy of the treatment
Page 78
Bailey’s taxonomy for error treatment classification
78. Errors in the Classroom: A Brief History
How to correct errors?
Possible Features
1. Fact or error indicated
2. Location indicated
3. Opportunity for new attempt given
4. Model provided
5. Error type indicated
6. Remedy indicated
7. Improvement or praise indicated
Page 79
Bailey’s taxonomy for error treatment classification
79. Form-Focused Instruction
Ellis (2001)
any planned or spontaneous
instructional activity either
implicitly or explicitly
to
induce
language learners to pay
attention to linguistic form
Page 80
80. Form-Focused Instruction
Pronunciation
Spelling Intonation
FFI
Grammar all formal etc.
aspects of
language
Page 81
81. Form-Focused Instruction
Implicit
1. Incidental references to
Explicit form
2. Students paying attention
Metalinguistic to specific linguistic
explanations features in input
Rules & exceptions 3. Incorporation of forms into
Grammatical or communicative tasks
phonological categories
Page 82
82. Form-Focused Instruction
Specific classes focused on
predefined grammar, pronunciation
o vocabulary points
“Planned”
Spontaneous focus on form “Spontaneous”
from to
reactive, teacher- preemptive comments
initiated feedback made in anticipation
Page 83
about students’ errors
83. Form-Focused Instruction
Categories of Error Treatment
Recast • T reformulates or expand the ill-formation
Clarification request • T elicits the reformulation
Metalinguistic • T provides comments related to the well-
feedback formedness
Elicitation • T prompts the learner to self-correct
Explicit correction • A clear indication of the error
• T echoes the student’s error changing the
Repetition intonation
Page 84
Panova & Lyster (in Brown, 2007)
84. Form-Focused Instruction
Responses to feedback
• Response that
Uptake follows teacher’s
feedback
• self-repair
Repair • Peer repair
• Repetition of the
Repetition correct form
Page 85
87. References
Brown, H (2007) Principles of Language Learning and
teaching, Fifth Edition. San Francisco State University:
Longman.
Cui-lian, W. (2003). Fossilization or Stabilization. Retrieved on
July 04, 2010 from http://www.modlinguistics.
com/PAPERS /2003/ Wang%20 Cuilian.htm
Lightbrown, P. & Spada, N. (2006) How Languages Are
Learned. Lightbrown/Spada. Third Edition. Oxford:
Oxford University Press.
Page 88
Hinweis der Redaktion
In the next slides, we will discuss it in an historical progression….
According to this theory, the errors represent a negative transfer from the native language to the target language.
According to Lado in 1957 (in Brown, 2007), the patterns that caused difficulty could be predicted and described
Clifford Practor (1967) captured the essence of the grammatical hierarchy (Stockwell, Bowen, and Martin, 1965) in six categories of difficulty –it was applicable to both grammatical and phonological features of language. Most of the examples are taken from English and Spanish
Level 0. No difference or contrast is present between the two languages. The learner can simply transfer a sound, structure, or lexical item from the native language to the target language.
Level 1 –coalescence two items in the native language become coalesced into essentially one item in the target language. Example: English 3rd p. possessives require gender distinction (his/her) and in Spanish they do not (su)
Level 2 Underdifferentiation –an item in the native language is absent in the target language. The learner must avoid that item. Example: (adjectives in Spanish require gender (alto/alta)
Level 3 Reinterpretation –an item that exists in the native language is given a new shape or distribution. Example: new phonemes require new distribution of speech articulators -/r/, etc.
Level 4. Overdifferentiation –a new item entirely, bearing any similarity to the native language item, must be learned. Example: English speakers must learn the use of determiners in Spanish –man is mortal/El hombre es mortal.
Level 5. Split –one item in the native language becomes two or more in the target language requiring the learner to make a new distinction. English speakers must learn the distinction between (ser) and (estar)
Wardhaugh called the attempt to predict difficulty by means of contrastive analysis as “strong version of CAH” a version that he believed was unrealistic and impracticable. He said that there is not a overall contrastive system in which linguistics can relate the two languages in terms of merges, splits, zeroes, over-differentiations, etc.
Nevertheless, Wardhaugh noted that CA had intuitive appeal and that teachers and linguistics had successfully used the best linguistic knowledge available in order to account for observed difficulties in SLL. He termed such observational use of CA the weak version. Linguistic difficulties can be more profitably explained a posteriori by utilizing and intuitively contrasting a general knowledge of L1 and L2to understand the sources of learner’s errors
The so-called weak version of the CAH is what remains today under the label cross-linguistic influence (CLI)
Ccross-linguistic influence (CLI) –suggests that we all recognize the significant role that prior experience plays in any learning act, and the influence of the native language as prior experience must not be overlooked.
It accounted for degrees of principles of universal grammar.
Celse-Murcia and Hawkins (in Brown, 2007) sum up markedness theory: “It distinguishes members of a pair of related forms or structures by assuming that the marked member of a pair contains at least one more feature than the unmarked one. In addition, the unmarked (neutral) member has a wider range of distribution than the marked one. In the English indefinite articles (a and an) an is the more complex or marked form. Verbs are the classic example for this pattern”.
Eckman showed that marked items in a language will be more difficult to acquire than unmarked, and that degree of markedness will correspond to degrees of difficulty.
In recent years, researchers and teachers have come more to understand that SLL is a process of the creative construction of a system in which learners are consciously testing hypothesis about the target language from a number of possible sources of knowledge: knowledge of the native language, limited knowledge of the target language itself, knowledge of the communicative functions of language, knowledge about language in general, and knowledge about life, people, and the universe around them.
A number of terms have been coined to describe the perspective that stresses the legitimacy of learners’ second language systems.Interlanguage (Selinker, 1972)Approximate system (Nemser, 1971) refers to the same phenomenon but stresses the sussesive approximation to the target language
Interlanguage refers to the separateness of a second language learner’s system, a system that has a structurally intermediate status between the native and target language Interlanguage is neither the system of the native language nor the system of the target language, but instead falls between the two; it is a system based upon the best attempt of learners to provide order and structure to the linguistic stimuli surrounding them. By a gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the language.
Approximate system (Nemser, 1971) refers to the same phenomenon (interlanguage) but stresses the successive approximation to the target language
Idiosyncratic dialect (Corder, 1971) learner’s language is unique to a particular individual
The interlanguage hypothesis led to a whole new era of a second language research and teaching and presented a significant breakthrough from the shackles (confines) of the CAHThe most obvious approach to analyzing interlanguage is to study the speech and writing of learners, or what is sometimes called “learner language”.
This is due to production data is publicly observable and is presumably reflective of a learner’s underlying competence.
It follows that the study of the speech and writing of learners is largely the study of the errors of learners. “Correct” production yields little information about the actual linguistic system of learners
Errors, mistakes, misjudgments, miscalculations and erroneous assumptions form an important aspect of learning virtually any skill or acquiring information.
Corder (1967) noted: “learner’s errors are significant in that they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.”
The fact that learners do make errors, and these errors can be analyzed, led to a surge of study of learners’ errors, called error analysis
But, there are serious shortcoming in Error Analysis1.- A classroom teacher can become so preoccupied with noticing errors that the correct utterances in L2 go unnoticed.2.- EA can keep us too closely focused on specific languages rather than viewing universal aspects of language.3.- Another shortcoming in EA is an overemphasis on production data. Language is speaking and listening, writing and reading. Comprehension is as important as production.
One of the most common difficulties in understanding the linguistic systems of both L1 and L2 is the fact that such systems cannot be directly observed.
The errors must be inferred by means of analyzing production and comprehension data.
The first step in the process of analysis is the identification and description of errors and then, the determining of the source of errors.
Corder (1971) provided a model for identifying erroneous or idiosyncratic utterances in a second language.
A major distinction is made between overt and covert errors.a. overt –erroneous utterances ungrammatically at the sentence level
b. covert –grammatically well-formed but not according to context of communication.
Example
Once an error is identified, the next step is to describe it adequately. A number of different categories for description of errors have been identifies in research on learner language.
Being indentified and classified errors in SL learners production data, the final step is to determine the source of error.
Why are certain errors made?Interlingual (L1 and L2) transfer is a significant source of error for all learners. The first stages of learning a SL are vulnerable to interlingual transfer from the native language or interference. For example, we have all heard English learners say sheep for ship.
It is now clear that intralingual transfer (within the target language itself) is a major factor in L2 learning. It is referred to as overgeneralization.
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 second language learning.In a classroom context the teacher or the textbook can lead to the learner to make faulty hypotheses about the language. Richards (1971) called it “false concepts”
Learners obviously use production strategies in order to enhance getting their messages across, but at times these techniques can themselves become a source of error.
But not all learner language is orderly and systematic. There are variations in learner language.
Just like native speakers vacillate between expressions like “It has to be you” or “It must be you” (in their own language), L2 learners also exhibit variation, sometimes within the parameters of acceptable norms, sometimes not.
Some variation in learner language can be explained by what Gatbonton (1983) (in Brown, 2007) described as the “gradual diffusion” of incorrect forms of language in emergent and systematic stages of development. First, incorrect forms coexist with correct forms, then the incorrect forms are expunged.
There are may sources of variation: context and style along with gender-based variation. In classrooms, the type of task can affect variation.
One of the current debates in SLA theory centers on the extent to which variability can indeed be systematically explained
The essence of the problem is that learners can exhibit a tremendous degree of variation in the way they speak and write second languages. Is that variation predictable? Can we explain it?
Ellis (1984) proposes what he calls a 'variable competence model' of second language acquisition. He points out that native speakers do not have just one single language system, but a number of overlapping language systems. This is a notion that all language users are familiar with. In other words learners, like native speakers, have a number of different language systems. There are times when they are careful about how they express themselves and times when they are not so careful.The variable competence model of second language acquisition proposes that the ability to use language varies systematically within functional domains and linguistic contexts, and that such variability is inherent in interlanguage as well.
Another notable model of variability is Tarone’s Capability Continuum Paradigm. According to her, the Interlanguage is systematic in two senses: 1) it is describable and ultimately continuum in terms of a set of variable and categorical rules; and 2) it has internal consistency.
Tarone (1988) focused her work on contextual variability, that is, the extent to which both linguistic and situational contexts may help to systematically describe what might otherwise appear simply as unexplained variation.
Tarone suggested four categories of variation: 1. according to linguistic context 2. according to psychological processing factors 3. according to social context 4. according to language function
But, according to Brown (2007), it is a normal and natural stage for many learners and should not be viewed as some sort of terminal illness.
Long 2003 (in Brown, 2007) states that stabilization is a more appropriate construct to apply to learners whose language development has reached an apparent “plateau”. Stabilization refers to the steady state in which there is no change occurring. As Selinker says, stabilization is a temporary stage of “getting stuck”, a natural stage in learning process. “Stabilization,” a stage in a learner’s ILsystem preceding the fossilization process and characterized by all features of fossilizationexcept for its “unchangeable” character. In other words, while a stabilized deviant form maystill be corrigible; a fossilized form is believed to be incorrigible. Brown leans towards the concept of stabilization.
A number of different models to account for the development of fossilization in an L2 learner’s interlanguage have been proposed. Vigil & Oller (1976) presented an early model of fossilization which focused on the role of extrinsic feedback (described by Selinker & Lamendella 1979). Vigil & Oller argued that the interactive feedback received by a learner has a controlling influence on fossilization.
Certain types of feedback were said to prompt learners to modify their knowledge of the L2, while other types encouraged learners to stand pat.
Vigil & Oller suggested that there were cognitive and affective dimensions to feedback. In this scheme, a combination of positive cognitive feedback and negative affective feedback was most likely to promote fossilization, while negative cognitive and positive affective feedback combined to cause learners to modify their linguistic knowledge.
It is useful to distinguish 'cognitive' and 'affective' feedback; the former relates to actual understanding while the latter concerns the motivational support that interlocutors provide each other with during an interaction. – cognitive feedback that gives information about the use of the language, andaffective feedback, which relates to emotional reactions as response to the interactionitself
But, Should errors be treated?How should they be treated?When?
The task of the teacher is to discern the optimal tension between positive and negative cognitive feedback: providing enough green lights to encourage continued communication, but not so many that crucial errors go unnoticed, and providing enough red light to call attention to those crucial errors, but not so many that the learner is discouraged from attempting to speak at all.
Then, Hendrickson advices teachers to differentiate between global and local errors.
What is a global error? Should it be corrected?
What is a local error? Should it be corrected?
It seemed quite clear that students in the classrooms generally want and expect errors to be corrected.A sensitive and perceptive teacher should make the language classroom a happy optimum between some of the overpoliteness of the real world and the expectations that learners bring with them to the classroom, namely, that every error should be corrected.
Bailey (1985) recommended a useful taxonomy for error treatment classification; 7 basic options complemented by 7 possible features
Kathleen Bailey suggested that language teachers have a number of “basic options” when confronted with a student error.
And Bailey noted that teachers then had several “features” within those options.But, research on error correction methods is not at all conclusive about the most effective method or technique for error correction.