Compact First by Peter May

By Peter May

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For example, ‘recast’ is a feedbackbased technique, where an utterance containing an error is repeated without the error. Another is referred to as ‘garden path’ since learners are explicitly shown the linguistic rule and allowed to generalize with other examples; however, when the generalization does not hold (negative evidence), further instruction is provided. Finally, metalinguistic feedback involves the use of linguistic terminology to promote ‘noticing’. A final set of instructional techniques mentioned by Norris and Ortega (2000) are practice-based techniques of grammar instruction.

Do-second: Inversion with do in wh-questions Aux-second: Inversion with other auxiliaries in wh-questions 6. Tag questions, negative questions and embedded questions If grammatical assessment tasks could be constructed with developmental proficiency levels in mind, then the scores from these tests could have been used not only to infer grammatical accuracy, as we have always done, but also to make inferences about the underlying acquisitional development of the L2 learners. Consider, for example, a teacher wishing to determine a learner’s level of target-like accuracy in forming questions.

Another is referred to as ‘garden path’ since learners are explicitly shown the linguistic rule and allowed to generalize with other examples; however, when the generalization does not hold (negative evidence), further instruction is provided. Finally, metalinguistic feedback involves the use of linguistic terminology to promote ‘noticing’. A final set of instructional techniques mentioned by Norris and Ortega (2000) are practice-based techniques of grammar instruction. These involve input-processing instruction and output practice (Lee and VanPatten, 2003).

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