Attention to Form or Meaning? Error Treatment in the Bangalore Project  

Oleh:

Beretta, Alan

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 23 no. 2 (Jun. 1989), page 283-303.
Fulltext: vol 23 no.2 pp.283-303.pdf (2.2MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/23 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article reports an evaluation study of the Bangalore project, a content-based approach to language learning. It examines the question, Do teachers attend to meaning or to form, and is such a distinction observable in classroom practice? The study investigated the way that error treatment in Bangalore classrooms was realized in practice in a sample of 2llesson transcripts. It was found that the treatment of linguistic error was largely consonant with the project's statements about the kinds of attention that are appropriate to a focus on meaning and that this could be distinguished from the ways of treating linguistic error that are attributable to a focus on form. However, the most likely explanation for this finding is that as the project developed, task types were selected that would curtail learner production and, thereby, the risk of making linguistic error. This finding has implications for teachers interested in content-based curricula.

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