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Lista de candidatos sometidos a examen:
1) negative feedback (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: negative feedback
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt213 - : Negative feedback is divided into two other types: Preemtive and reactive . The former tries to prevent learners from making mistakes by givingclearinstructionsandexplanationstogetherwithexplicitgrammar rules. The latter takes place after the mistake has been made by the lear-ner. This reaction to error making can be implicit or explicit on the part ofthe language instructor, i.e. the way thelanguage teachercorrects the mistake can be very explicit by telling the student that the sentence s/he has produced is wrong because of this and that reason. But it can also bean implicit way of correcting the mistake by repeating the ill-formed utterance, by using clarrñcation requests, such as Pardon? Sorry?
Evaluando al candidato negative feedback:
1) mistake: 3
negative feedback
Lengua:
Frec: 21
Docs: 11
Nombre propio: 1 / 21 = 4%
Coocurrencias con glosario:
Puntaje: 0.550 = ( + (1+2) / (1+4.4594316186373)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| negative feedback |
: Aljaafreh. A.. & Lantolf. J.P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal. 78. 465-483. : Carroll, S. & Swain, M. (1993). Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition 15 (3), 267-296. : Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25 (1), 1-36. : Long, M. H., Ingaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal. 82(3), 357-371. : Mackey and Gass (2006) suggest that research has evolved to ask how interaction facilitates development instead of examining if interaction plays a role in language development. Thus, scholars are examining negative feedback and the explicit/implicit correction distinction. : Oliver, R. (1995). Negative feedback in child NSNNS conversation. Studies in Second Language Acquisition, 17(4), 459-482. : They also provide support for previous feedback studies (e.g., Doughty & Varela, 1998) which revealed that negative feedback is beneficial to L2 learning when it specifically targets particular forms. |