Maestría en Lingüística y Bilingüismo
Universidad Nacional de Colombia, Bogotá D.C.
En esta página se llevará un registro detallado del desarrollo del proyecto.
domingo, 5 de febrero de 2012
LIBRETA DE APUNTES
Instrumentos de registros de las lecturas realizadas, las visitas hechas, las conversaciones conpersonas que conozco de la investigación.
Ellis, R. 1997. Second Language Acquisition. Oxford University Press, Oxford. Este documento fue tomado porque está relacionado con la forma en que se deben analizar los "errores" en la escritura. Pág 15. At first sight ¿, it may seem rather odd to focus on what learners get wrong rather than on what they get right. However, there are good reasons for focusing on errors. First they are conspicuous feature of learners language, raising the important question of ¿Why do learners make errors? Second, it is useful for teachers to know what errors learners make. Third, paradoxically, it is possible that making errors may actually help learners to learn when they self-correct the errors they make.
Identifying errors Errors reflect gaps in a learner´s knowledge; they occur because the learner does not know what is correct. Mistakes reflect occasionally lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows.
Describing errors 1. Grammatical categories. (verbs: present, past, etc) 2. General ways in whcich the learners´utterances differ from the reconstructed target-language utterances. Such ways include: 2.1 Omission (leaving out an item that is required for an utterance to be consider grammatical) 2.2. Misinformation. using one grammatical form in place of another grammatical form) 2.3 Misordering: Putting the words in an utterance in the wrong order
Algunos errores se generan porque los usuarios de la lengua quieren hacer más sencillo su uso. 1. Omission: No mencionar los artículos "a" o "the" u omitir la "s" de los sustantivos plurales. 2. Overgeneralization: Consiste en considerar todos los verbos irregulares en el pasado como regulares, por lo que escriben eated - en lugar de ate. 3. Transfer errors. Se intenta usar los conocimientos de L1. Independientemente del error, los aprendices crean sus propias reglas.
Ellis, R. 1997. Second Language Acquisition. Oxford University Press, Oxford.
ResponderEliminarEste documento fue tomado porque está relacionado con la forma en que se deben analizar los "errores" en la escritura.
Pág 15.
At first sight ¿, it may seem rather odd to focus on what learners get wrong rather than on what they get right. However, there are good reasons for focusing on errors. First they are conspicuous feature of learners language, raising the important question of ¿Why do learners make errors? Second, it is useful for teachers to know what errors learners make. Third, paradoxically, it is possible that making errors may actually help learners to learn when they self-correct the errors they make.
Identifying errors
ResponderEliminarErrors reflect gaps in a learner´s knowledge; they occur because the learner does not know what is correct.
Mistakes reflect occasionally lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows.
Describing errors
ResponderEliminar1. Grammatical categories. (verbs: present, past, etc)
2. General ways in whcich the learners´utterances differ from the reconstructed target-language utterances. Such ways include:
2.1 Omission (leaving out an item that is required for an utterance to be consider grammatical)
2.2. Misinformation. using one grammatical form in place of another grammatical form)
2.3 Misordering: Putting the words in an utterance in the wrong order
Existen algunos errores universales que e generan por la cercanía linguistica que pueden tener las dos lenguas.
ResponderEliminarAlgunos errores se generan porque los usuarios de la lengua quieren hacer más sencillo su uso.
ResponderEliminar1. Omission: No mencionar los artículos "a" o "the" u omitir la "s" de los sustantivos plurales.
2. Overgeneralization: Consiste en considerar todos los verbos irregulares en el pasado como regulares, por lo que escriben eated - en lugar de ate.
3. Transfer errors. Se intenta usar los conocimientos de L1. Independientemente del error, los aprendices crean sus propias reglas.