المصدر: | مجلة الواحات للبحوث والدراسات |
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الناشر: | جامعة غرداية |
المؤلف الرئيسي: | Mhamedi, Nadir (Author) |
مؤلفين آخرين: | Ibrir, Latifa (Co-Author) |
المجلد/العدد: | مج17, ع1 |
محكمة: | نعم |
الدولة: |
الجزائر |
التاريخ الميلادي: |
2024
|
الشهر: | جوان |
الصفحات: | 962 - 977 |
DOI: |
10.54246/1548-017-001-052 |
ISSN: |
1112-7163 |
رقم MD: | 1496720 |
نوع المحتوى: | بحوث ومقالات |
اللغة: | الإنجليزية |
قواعد المعلومات: | EcoLink, IslamicInfo, HumanIndex |
مواضيع: | |
كلمات المؤلف المفتاحية: |
Errors | Mistakes | Second Language Learning | Corrective Feedback
|
رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
المستخلص: |
One of the main contentions in modern applied research is the recognition of learners’ deviated production in second language as being errors or mistakes. This categorisation is built upon the premise that the former represents problems with the learner’s knowledge, i.e., competence, of the second language whereas the latter are local to performance. Determining whether a deviated production is local to competence or performance is achieved by means of frequency. Frequently occurring errors are judged as being errors while less frequently occurring ones are considered as mistakes. This categorisation feeds into subsequent pedagogical decisions, particularly feedback and corrective intervention strategies. In the present study, it is shown that such a categorisation is over-simplistic and can be problematic at times. |
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ISSN: |
1112-7163 |