During taking this class, I have learned different points of view about how we acquire or learn second language. Before taking this course, I have seldom thought the process of learning of language. So, I have struggled to understand various hypotheses. To me, all of them make sense. Even though I don’t know which one is the best explanation of learning second language, I kind of like Swain’s hypothesis, the output hypothesis.
Before, Swain (1985), output was considered just as a way of practicing what has previously learned. Swain suggested the crucial role for output in development of second language. I am fascinated by her view that she regarded output as a way of creating knowledge. That is, output can play a central role in the language learning process. Based on this hypothesis, I think about automaticity. In terms of output, automatization involves a learned response that has been built up through the consistent and successful mapping of grammar to output results in automatic processing. Therefore, to increase my automaticity, I need to practice more and produce more with using the target language. This hypothesis motivates me to speak in English more often. Even though I am not sure whether I can change my attitude or not, at least, I will try not to be shy to speak up in English.
I can't believe how quickly the time has gone by. I really appreciate our professor, Park. In this class, I have done many things that I’ve never done. At the first time, I had hard time to follow up the course. However, as time passed, I am pretty much used to doing things in the class. I hope that my academic attitudes would develop further through this course.
Thank you for your kind teaching!!
2010년 6월 7일 월요일
2010년 6월 2일 수요일
Feedback - Error Correction (SLA research in the classroom)
Feedback on error might be one of big issues in the EFL/ESL classroom; feedback provision allows SL learners to make progress in their ability to use the TL appropriately. Feedback is either positive or negative. Positive feedback is usually presented in the form of examples of acceptable or target-like utterances, whereas negative feedback includes information about what is not acceptable in the target language. Negative feedback may be explicit or implicit.
When I was in middle/high school, I think teacher’s feedback in classroom was mostly explicit negative feedback. However, nowadays, the emergence of communicative and content-based teaching approaches brought about some changes in the way feedback techniques are used in the classroom. There is now a shift from explicit negative feedback, which may lead to negative affective reactions on the part of the learners, to implicit negative feedback. One widely used implicit negative feedback technique in instructed second language acquisition is the recast- the teacher’s correct restatement of a learner’s incorrect utterance.
I am very interested in feedback in SLA based on my experiences. In my case, explicit negative feedback especially in interactional classroom activities made me intimidated and further increased my reluctance to use the target language. Moreover, I remembered when I received explicit feedback especially during speaking in English, sometimes, that led to negative affective reactions. I got embarrassed, demotivated, and developed passive attitudes towards the use of the target language. Those experiences urged me to try to find an alternative feedback technique that is more conducive to students. This is not to say that explicit negative feedback is useless however. In ESL class, if there is no explicit feedback, it may be increase for students encourage to use target language, but they may never learn real usege of the target language.
To satisfy my curiosity, I need to read more researches. It might be helpful to write my final paper.
When I was in middle/high school, I think teacher’s feedback in classroom was mostly explicit negative feedback. However, nowadays, the emergence of communicative and content-based teaching approaches brought about some changes in the way feedback techniques are used in the classroom. There is now a shift from explicit negative feedback, which may lead to negative affective reactions on the part of the learners, to implicit negative feedback. One widely used implicit negative feedback technique in instructed second language acquisition is the recast- the teacher’s correct restatement of a learner’s incorrect utterance.
I am very interested in feedback in SLA based on my experiences. In my case, explicit negative feedback especially in interactional classroom activities made me intimidated and further increased my reluctance to use the target language. Moreover, I remembered when I received explicit feedback especially during speaking in English, sometimes, that led to negative affective reactions. I got embarrassed, demotivated, and developed passive attitudes towards the use of the target language. Those experiences urged me to try to find an alternative feedback technique that is more conducive to students. This is not to say that explicit negative feedback is useless however. In ESL class, if there is no explicit feedback, it may be increase for students encourage to use target language, but they may never learn real usege of the target language.
To satisfy my curiosity, I need to read more researches. It might be helpful to write my final paper.
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