In view of the major defect of the traditionalteacher correction,this paper introduces a new ap-proach to error correction—group error correction,inwhich learners’ role in learning language is greatly in-creased.Gro...In view of the major defect of the traditionalteacher correction,this paper introduces a new ap-proach to error correction—group error correction,inwhich learners’ role in learning language is greatly in-creased.Group error correction can be used to correcterrors in students’ oral work,group work and writtenwork,both in class and after class.Half a year’spractice of group error correction shows that it helpsincrease learner involvement in the teaching and learn-ing process,stimulate learner motivation in learningthe foreign language,raise the learners’ awareness oferrors,facilitate learners’ learning of the foreign lan-guage,relieve the teacher’s burden,and helps theteacher make better teaching plans.Error correction is an enormously complex pro-cess(Ellis,1994,p585).As for which is the most ef-fective method to correct errors,researchers havenot reached an agreement.Therefore more effortsneed to be made in this field.展开更多
This paper reports on a case study which explored Chinese L2 learners＇ conversational involvement in NS-NNS interaction in a study-abroad context. In particular, the study investigated the possible link between topic...This paper reports on a case study which explored Chinese L2 learners＇ conversational involvement in NS-NNS interaction in a study-abroad context. In particular, the study investigated the possible link between topic initiation and conversational involvement examined under the commonly identified topic genres in casual conversations, including ＂observation＂, ＂opinion seeking/providing＂, ＂story-telling＂, ＂chat＂ topics and ＂gossip＂. The findings show differences in the choices of topic initiation between the NS English group and the NNS Chinese group. Further analysis found that the participants＇ topic initiations did not necessarily lead to their active conversational involvement and suggests that the mere fact of getting involved in a topic does not always produce a sense of shared common ground between/among the conversationalists. The positive link between topic initiation and conversational involvement （such as in ＂observation＂）, and its impact upon L2 learners are also discussed in this study, confirming the social constructionist view that social roles and interpersonal relations are created and recreated at a micro-level in everyday discourse.展开更多
文摘In view of the major defect of the traditionalteacher correction,this paper introduces a new ap-proach to error correction—group error correction,inwhich learners’ role in learning language is greatly in-creased.Group error correction can be used to correcterrors in students’ oral work,group work and writtenwork,both in class and after class.Half a year’spractice of group error correction shows that it helpsincrease learner involvement in the teaching and learn-ing process,stimulate learner motivation in learningthe foreign language,raise the learners’ awareness oferrors,facilitate learners’ learning of the foreign lan-guage,relieve the teacher’s burden,and helps theteacher make better teaching plans.Error correction is an enormously complex pro-cess(Ellis,1994,p585).As for which is the most ef-fective method to correct errors,researchers havenot reached an agreement.Therefore more effortsneed to be made in this field.
文摘This paper reports on a case study which explored Chinese L2 learners＇ conversational involvement in NS-NNS interaction in a study-abroad context. In particular, the study investigated the possible link between topic initiation and conversational involvement examined under the commonly identified topic genres in casual conversations, including ＂observation＂, ＂opinion seeking/providing＂, ＂story-telling＂, ＂chat＂ topics and ＂gossip＂. The findings show differences in the choices of topic initiation between the NS English group and the NNS Chinese group. Further analysis found that the participants＇ topic initiations did not necessarily lead to their active conversational involvement and suggests that the mere fact of getting involved in a topic does not always produce a sense of shared common ground between/among the conversationalists. The positive link between topic initiation and conversational involvement （such as in ＂observation＂）, and its impact upon L2 learners are also discussed in this study, confirming the social constructionist view that social roles and interpersonal relations are created and recreated at a micro-level in everyday discourse.
