By Jack C. Richards
The 11 essays during this publication disguise a variety of subject matters from the function of 'interlanguage' and the impact of exterior elements at the strategy of language studying, to the improvement of syntax and the method of errors research. jointly they supply a invaluable viewpoint at the studying procedure, which either enriches our theoretical figuring out of the approaches underlying moment language acquisition and indicates ways that educating perform may perhaps most sensible take advantage of a learner's abilities.
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Extra resources for Error Analysis Perspectives on Second Language Acquisition
Example text
We want to stress that we are not claiming that the patterns we found in the settings we studied are necessarily linked to the common distinction, formal v. informal. A thorough study of the relationship between these variations and the attributions of formality-informality that we have speculated upon would require, among other things, more systematic, longer term observation, the gathering of data using the dilemmas to sharpen and focus observations, and a group of teachers that includes a higher proportion considered formal than we had in our study.
This suggests that they allowed the groups of pupils to come up with alternative 20 Teachers and Teaching answers to problems and did not always insist on their being the one correct answer. Such teachers appear to come closest in adopting the grouping strategy suggested by Plowden for coping with large sized classes. Although there was evidence for some less directed enquiry since these teachers also tended to ask more open questions the main emphasis must be placed on the information aspects of their teaching.
An exploratory approach was one in which the broad objectives of the work were discussed with the children but where they were then put in a position of finding their own solutions to the problems posed and of making choices about the way in which the work should be tackled. The scope and timescale of the tasks involved were likely to be flexible and the path of the work was likely to be modified in the light of events; explanation by the teacher more often accompanied or followed action taken by the children.
