Abstract
An algorithmic approach to error correction characterized by four main features: pedagogically sound input requiring minimal cognitive effort, proceduralized steps with instructive examples, explicit rules helping learners conceptualize the correction procedure, and reinforcement exercises, is introduced in this article using three well-defined structural anomalies for exemplification: dangling modifiers, missing relative pronouns and the erroneous there has structure. The remedial instruction materials have been tried out with students at different proficiency levels and feedback was collected through different channels. Comments from both teachers and students indicate that such an approach is effective, versatile and flexible in helping Hong Kong Chinese ESL learners overcome persistent learning errors.
Publisher
The Japan Association for Language Teaching (JALT)
Subject
Industrial and Manufacturing Engineering,Polymers and Plastics,Business and International Management
Cited by
4 articles.
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