Learner Errors and Corrective Feedback Flashcards
What is the feedback type when a teacher re-states what the student has said, but provides correct grammar?
Recast
What occurs when a teacher isolates an error and encourages students to restate the utterance in the correct form?
Elicitation
A student may try to apply a rule or system of grammar from their L1 to their L2, and it is unsuccessful in the L2. What is this known as?
Negative Transfer
An ELL confuses the word “dolor,” which means “pain” in Spanish with the word “dollar.” This is an example of what type of interlanguage error?
False cognates
True or False: Interference, developmental sequences, and language learning environment are all reasons why ELL’s make errors.
True
An ELL student is able to memorize large discursive chunks and repeat them in an appropriate context, but it does not mean that he/she has memorized the grammar. This is an example of?
- Developmental Sequences
- Language Learning Environment
- Interference
- Fossilization
Developmental Sequences
True or False: Elicitation techniques do not break the flow of a conversation.
False
The process where incorrect language cannot be corrected and becomes a habit is _______.
Fossilization
This type of corrective feedback, is when the teacher grammatically corrects and tells the student what is exactly wrong with their sentence is _______________
Explicit correction
Student: “I want eat”
Teacher: “What do you want to eat?”
This is an example of what form of corrective feedback?
Recast
True or False: Under the clarification request feedback, learners are supplied with information concerning the type or location of the error.
False
(T/F) Sheldon said, “math are hard.” His teacher said, “math’s what?” Sheldon repeats with, “math is hard.” This is an example of a clarification request.
False
What type of verb is difficult for every language learner no matter how similar or dissimilar their L1 is to their target language?
Irregular past tense verbs
This style of corrective feedback has no general agreement among SLA practitioners regarding its effectiveness. This is partly due because this style does not elicit repair in speech.
Recast
David is an ELL whose L1 is Spanish. He can easily grasp the concept of adding an “s” to make a noun plural like “car” into “cars” because it is similar in Spanish, “carro” turns into “carros.” This is an example of
Positive Transfer
