Lectures > Academic Literacy

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"Error Correction in Second Language Teaching: Towards a Differential Approach" - Dr. ZhaoHong Han

Friday, November 14, 2008
01h: 36m:25s | 10474 views

The abstract of Dr. Han’s speech is as follows:
Conventional wisdom has it that second language learners, older ones in particular, need corrective feedback or else they can be stuck in the learning process, unable to reach higher levels of proficiency. A widely attested practice among teachers, therefore, is to correct as many errors as possible, often indiscriminately. Second language acquisition research, however, has amply shown (a) that corrective feedback is not always necessary; (b) corrective feedback is unhelpful in overcoming certain types of errors; and © corrective feedback can be counter-productive to learning. I will focus on the second scenario, providing analytic evidence of, and pinpointing the genesis of the lack of efficacy of corrective feedback for, certain types of errors that seem particularly resilient. I will recommend a selective approach to corrective feedback, one that targets certain types of errors, that aims for conceptual restructuring, and that promises high transferability.

The Center for Excellence in Teaching and Learning
and The Basic Educational Skills Department
Present The Fourth Second Language Acquisition Colloquium at QCC

"Error Correction in Second Language Teaching:
Towards a Differential Approach" by Dr. ZhaoHong Han
Teachers College, Columbia University

Friday, November 14, 2008
1:30 pm - 3:30 pm
M 136
Queensborough Community College

Moderated By
Dr. Jilani Warsi
Basic Educational Skills Department
Queensborough Community College