Communicative Language Learning
A discussion of several studies into the role of classroom correction and English language teaching methods.
# 53646 | 2,921 words | 20 sources | MLA | 2004 |
Published on Nov 22, 2004 in Education (Curriculum) , Education (Teaching Methods) , Language (English: Linguistics) , English (General)
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This paper discusses that it is possible as well as beneficial to combine focus on form with focus on meaning in English language teaching. The writer examines two studies from an output enhancement point of view. The first, by Kowal and Swain (1997) experimented, in a French immersion classroom, with two tasks that were intended to assist learners in moving from semantic processing to syntactic processing. The second, Doughty and Varela (1998) experimented with corrective recast (i.e., repetition and recast) in an ESL content-based classroom.
From the Paper:"The history of second language teaching has witnessed changing perceptions of corrective feedback (Celce-Murcia, 1991). Views on the role of corrective feedback can be highly diverse, even polarized. The Audiolingual Approach, for example, advocates minimal or no tolerance of learner errors and suggests that every effort be made to prevent them. On the other hand, the Natural Approach considers error correction unnecessary and counterproductive. The latter view is also shared notably by the Communicative Language Teaching (CLT) approach that has come to dominate second language classrooms since the early 1970s."
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