Week 7 Activity 1 by Mai Nguyen https://padlet.com/nxnchimai/Week7_Activity1_WedAM 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 2017-09-05 13:56:38 UTC 2026-02-03 17:22:14 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Brightnessdown.png - teacher will not provide answer straightly to students but give them opportunities to correct themselves and come up with a new linguistics form https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969534 - joint construction 
- graduated feedback: minimal level of information that learners need to correct themselves ]]> 2017-09-06 00:52:23 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969534 Error correction is useful for SLA. This is because acquisition is demonstrated if learners succeed in self-correcting as a result if CF and if they need less assistance to self-correct over time. In another words, it is a progress of graduated feedback. s4408222 https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969813 2017-09-06 00:54:10 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969813 https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969940 By asking questions, the teacher try to push students to do self-correction but this push is very implicit

]]> 2017-09-06 00:55:00 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969940 https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969942 negative feedback, the teacher will not provide corrective feedback, but  left the chance for learners to self-correct]]> 2017-09-06 00:55:00 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969942 Krashen's https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969987 In oral cf, error correction is only useful for learning knowledge but no use in acquiring knowledge. ]]> 2017-09-06 00:55:13 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184969987 https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184970031 - feedback is given during the interaction.
- interaction here serves as 'input', and makes 'input' comprehensible, and then learners are able to produce 'output'. finally acquisition takes place.
- negotiation of meaning occurs when the teacher asks the meaning between 'try on' and 'put on'. ]]> 2017-09-06 00:55:31 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184970031 After S1 produces the speech, the teacher asks a question to help the leaner notice the incorrect form used in this context, which pushes learners' self-correction. s4429660 https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184970130 2017-09-06 00:56:11 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184970130 Truscott https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184970504 * UG-based theories argue that language learning ability is innate, as all humans contain a Language Acquisition Device (LAD)
* Truscott's perspective is that error correction is ineffective for promoting language learning
* correction possibly only useful for learning vocabulary
* optimal conditions for language learning = immersion environment with high exposure to comprehensible input and positive evidence
* Activity 1 episode = too much output, not enough input]]> 2017-09-06 00:58:37 UTC https://padlet.com/nxnchimai/Week7_Activity1_WedAM/wish/184970504