Week 7 Activity 1 by Mai Nguyen https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass Describe how corrective feedback can/cannot facilitate L2 acquisition according to 1) the UG-based accounts 2) the cognitive-interactionist perspective 3) the sociocultural perspective Use the interaction episode given to you to illustrate your description. en-us 2017-09-06 02:48:40 UTC 2017-09-06 07:38:34 UTC hello@padlet.com Sociocultural Theory claims that CF mediates learning not by providing learners with ‘data’ which they then process internally, but by affording them opportunities to collaboratively produce new linguistic forms. https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185021114 for example, line 7-8, S2 did not finish the sentence, and S2 and S4 collaboratively produce the meaning of 'try on']]> 2017-09-06 07:18:55 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185021114 Mediation: collaborative talk among students (Line7-13). https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185021491 Scaffolding and regulation by the teacher (Line6&9), learning as regulation.
After receiving assistance from the teacher, the students reach the ZPD (Line 14).
There is no private talk. 
The dialogue shows languaging.]]> 2017-09-06 07:21:16 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185021491 Truscott https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185021877  UG shows that everyone has an innate capacity in learning a language. Learners need to receive comprehensible input but Truscott thought that corrective feedback is not input. so he thought that corrective feedback is not effective in language learning ]]> 2017-09-06 07:23:56 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185021877 Roy Lyster: 1: by providing learners with positive evidence of target language forms (input) 2: by pushing learners to self-correct their errors (i.e. though output). Explanation: Line 6: the teacher provided the positive evidence. s4439086 https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185022082 Line2  to 5: the teacher pushed the students to correct their errors on their own.

]]> 2017-09-06 07:25:04 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185022082 Krashen https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185022261 Corrective feedback does not help language acquisition, even though it assists the explicit knowledge. In this conversation, S1 made an error, and T1 provided corrective feedback by recasting. However there is no evidence of uptake of S1, and she became quiet just after copying his/her peer's responses(put on). ]]> 2017-09-06 07:26:18 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185022261 L2&L3 Noticing https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185022270 L6 Meaning Negotiation: Clarification
L14  Meaning Negotiation: Clarification 

Long's Theory
Conversational interaction]]> 2017-09-06 07:26:23 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185022270 https://padlet.com/nxnchimai/Week7_Activity1_WedPMClass/wish/185023294 Considers input from other students and the teacher.
Instead of correcting the error, T pushes to self-correct errors (pushes them to correct their own responses)
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