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Variability in Learner Errors as a Reflection of the CLT Paradigm Shift.

Author: Joanna Pfingsthorn
Publisher: Frankfurt : Peter Lang, Internationaler Verlag der Wissenschaften, 2013.
Series: Fremdsprachendidaktik inhalts- und lernerorientert, Bd. 23.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

In the last three decades the field of language teaching and learning has undergone a paradigm shift towards Communicative Language Teaching (CLT), which implied an abrupt departure from an extensive  Read more...

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Pfingsthorn, Joanna.
Variability in Learner Errors as a Reflection of the CLT Paradigm Shift.
Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, ©2013
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Joanna Pfingsthorn
ISBN: 9783653027723 3653027721
OCLC Number: 829460756
Notes: 7.2 Linguistic errors.
Description: 1 online resource (334 pages).
Contents: Cover; Contents; Chapter 1: Introduction; Chapter 2: Learner errors; 2.1 Defining key terms; 2.1.1 Relativity; 2.1.2 The contrasts between L1 and L2 learners; 2.1.3 Errors vs. Mistakes; 2.1.4 Measures of deviance; 2.1.5 Defining language errors; 2.1.6 Identifying Errors; 2.1.7 Error gravity; 2.2 Significance of errors in the process of language learning; 2.2.1 Behaviorism and error eradication; 2.2.2 Behaviorism under fire: Universal Grammar; 2.2.3 Error Analysis; 2.2.4 Cognitive approaches to language learning and errors; 2.2.5 Summary; 2.3 Pedagogical implications of errors. 2.3.1 Error correctionChapter 3: Errors and communicative competence; 3.1 Canale and Swain's model of communicative competence; 3.2 Bachman's model of communicative language ability; 3.3 Celce-Murcia, Doernyei and Thurell's model of communicative competence; 3.4 The Common European Framework of Reference; 3.4.1 General competences; 3.4.2 Language-related competences; 3.5 Models and competences: implications for error analysis; 3.6 Communicative competence extended: What are we missing?; 3.6.1 Interactional competence; 3.6.2 Intercultural competence; 3.6.3 Strategic competence. 3.6.4 Communicative functions and theories of politenessChapter 4: The CLT paradigm shift and its implications; 4.1 Classroom changes brought about by the CLT paradigm shift and their implications for the study of learner errors; 4.1.1 Learner autonomy; 4.1.2 The social nature of learning; 4.1.3 Focus on meaning; 4.1.4 Diversity and learning strategies; 4.1.5 Summary: Implications for the study of learner errors; 4.2 Theoretical underpinnings of the changes introduced by the paradigm shift; 4.2.1 The relationship between the CLT paradigm shift and modern curricula. 4.3 The impact of the paradigm shift on learners' performance and lesson characteristics4.3.1 Learner performance; 4.3.2 Lesson characteristics; 4.4 Summary and discussion; 4.5 Research questions; Chapter 5: Methodological considerations; 5.1 Recording communicative competence; 5.1.1 Role plays; 5.1.2 Oral interviews; 5.1.3 Text reconstruction; 5.1.4 Information gap tasks; 5.1.5 Elicited response letter; 5.2 Increasing test validity: models of writing; 5.3 Increasing test reliability; 5.4 Methods; 5.4.1 Sample and design; 5.4.2 Instruments and procedure; 5.4.3 Example of a coded letter. Chapter 6: Error categorization6.1 The limitations of error taxonomies; 6.1.1 Fuzziness and interdependence of error categories; 6.1.2 Descriptive vs. diagnostic levels of analysis; 6.1.3 The structure of taxonomies; 6.1.4 Focus on errors in educational contexts; 6.1.5 Annotation vs. categorization; 6.2 The proposed categorization system; 6.2.1 General attributes; 6.2.2 The proposed taxonomy: the descriptive level; 6.2.3 The proposed taxonomy: the diagnostic level; 6.2.4 The proposed taxonomy: degree of deviance; Chapter 7: Results; 7.1 Errors: a general overview; 7.1.1 Word Count.
Series Title: Fremdsprachendidaktik inhalts- und lernerorientert, Bd. 23.

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