The lexico-grammatical continuum viewed through student error.

Autor/in	Salem, Ilana
Titel	The lexico-grammatical continuum viewed through student error.
Quelle	In: ELT journal, 61 (2007) 3, S. 211-219 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 3; Tabellen 3; Anhang
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0013-8290; 1477-4526
Schlagwörter	Empirische Forschung; Fehler; Fehleranalyse; Feedback; Methodik; Grammatik; Wortschatz; Fremdsprachenunterricht; Englischunterricht; Erfahrungsbericht; Israel
Abstract	As language teachers, we realize that some mistakes found in our students' output are more serious than others. What may be less obvious, though, is that our judgement of learner error can yield linguistic insights, and that sharpening our error-analysis skills might improve the quality of our error feedback. The article presents an error-gravity study, in which written errors made by Hebrew-speaking EFL (English as a foreign language) learners were judged for severity by English teachers in Israel and abroad. The findings show that errors can be viewed as occupying various positions on the lexico-grammatical continuum, and support the claim that lexis and grammar should be considered as interdependent, rather than as two separate entities. Although errors, or mistakes (these words will be used interchangeably), are normally perceived through their negative connotation, learner errors can also be viewed positively and appreciatively. It informs us about the students' language acquisition progress, enables us to reflect on our attitude to learner language, and provides 'raw material' for sharpening our linguistic awareness. The author's experience as a high school teacher and researcher has shown that the study of EFL learner error can lead teachers to modify their feedback on their students' output. As she started investigating her students' advanced grammar written errors, she became less distraught by basic grammar mistakes such as tense usage and morphology. This not only revealed a new world filled with most interesting and original language forms used by her students, but also enabled her to appreciate the content of their writing, and to relate to it authentically in her feedback. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3