Resources
To explore possible solutions
Group 12
CORRECTION IS LEARNER-CENTERED
+info
1 SUBJECT-SENSITIVE CORRECTION
LEARNERS SHOULD ACT AS ERROR ANALYSTS
+info
JAMES (1998)
EXAMPLE
- TRANSLATE ENGLISH IDIOMS LITERALLY INTO SPANISH
COUNTEREXAMPLE ACTIVITY: COMPARE AND CONTRAST TWO LANGUAGES - FOCUS ON MEANING
2 THE USE OF A PRINTED BILINGUAL DICTIONARY
INCLUDES: JARGON + DEFINITION IN CONTEXT
+info
Example
3 Online glossary
EFL teachers and students as lexicographers
+info
Learners will be able to reflect on the EFL faults they observed in their projects by defining Argentinian colloquial words in English.
References
References
James, C. (1998). Errors in language learning and use. Longman.McCarthy, M. (2001). Issues in Applied Linguistics. Cambridge University Press. thanks for reading!
Resources to explore possible solutions
Belén Stolaruk
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Transcript
Resources
To explore possible solutions
Group 12
CORRECTION IS LEARNER-CENTERED
+info
1 SUBJECT-SENSITIVE CORRECTION
LEARNERS SHOULD ACT AS ERROR ANALYSTS
+info
JAMES (1998)
EXAMPLE
COUNTEREXAMPLE ACTIVITY: COMPARE AND CONTRAST TWO LANGUAGES - FOCUS ON MEANING
2 THE USE OF A PRINTED BILINGUAL DICTIONARY
INCLUDES: JARGON + DEFINITION IN CONTEXT
+info
Example
3 Online glossary
EFL teachers and students as lexicographers
+info
Learners will be able to reflect on the EFL faults they observed in their projects by defining Argentinian colloquial words in English.
References
References
James, C. (1998). Errors in language learning and use. Longman.McCarthy, M. (2001). Issues in Applied Linguistics. Cambridge University Press. thanks for reading!