Leamer and Teacher Roles in the Treatment of Oral Error in Group Work  

Oleh:

Samuda, Virginia ; Bruton, Anthony

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 11 no. 2 (Dec. 1980), page 49-63.
Topik: Learner and Teacher Roles in the Treatment
Fulltext: RELC 1980,VOL.11,NO.2 hal 49-63.pdf (767.63KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/11 Non-tandon: tidak ada Tandon: 1

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S.A. It is now generally accepted that language learners’ errors play a crucial role in both the learning process, by allowing the learner to test his hypothesess about the target language (TL), and in the teaching process, by supplying the teacher with information about what has or has not been mastered (Corder 1967). This approach to error does not accept the premise that all the learner’s errors are due to interference only or that errors should be, where possible, either kept to a minimum or drilled out of existence. However, the studies that have been made of ’approximative systems’ (Nemser 1971), ’idiosynchratic dialects’ (Corder 1967) and ’interlanguages’ (Selinker 1972) suffer from major limitations when applied to the classroom. First, as Bell (1974) observes, their analysis of a single learner’s interlanguage is both ’impossible and impracticable’ because of its transient nature, and furthermore because the teacher is rarely responsible for only one learner. Second, they implicitly emphasize the learner’s command of the forms of the language rather than adopt a broader perspective of the learner’s ability to communicate in the TL.

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