ࡱ> c`ab`!U?T_ \ D ,wh{#xUOHAOZu>Z#[`JJxK-t҃ B%0e J((@B~3~k%H{3o~ov!A CdZ͔O 4e2Q=`Ѽ"aA"R՞MO jҰGK"bfߣ-ʥLrqhgpd3,'̓}&`yױ;I> PCBG2!fْ#,uҝ⎎]1+}Zz"䵈](:E+"0zPxy Qa*S Z5~q*/TVMNE-< > q!įqT`u}/ԧVe E9&l 2me77>\)P~> op1|ay.*qžZÞ,g~ :O".=6%'7}3G3zD|ң~(G~,'bRO =%`G1 mwAęת@2WQ+ U_-5_3rh Z'Ap̷sIщu9b5``4aa42khhhhhhhh왪x.Kn_YLm+VDb XOX(z`!:=f5ӨLȱOzn p ` x xڵV]h\EԘfqŨ DQZp clֵViM$6^TC (VyPHJaCU4$y"KC)7vb;޹sϜ| P;Z>^a Y QfDmٮz9x.{'oEW( RNO>@q=K`ɪ:ӪY [Wc8 -%'fFja``4I.v%͵*-B.3fT,YEݤ\***W'ftko os7UA-]$" 0NUsM 4Vkk kpeFl 2D,R=%pZh"AX$F HPbq J4b={#i$ izwNb>b}ĚƒaI`a췬 5;B'|fTaΕCEm۴$!EL/~wW 5*v25U:ț &d4b<6[!fՄ|!ծRWYypb5]3چ a5j=jTFV{UQU'!\ sbQ(lΉ쑋UMZ$oUGZ{{x#Ct/9k6ngͷlS0\Yx_ 0TOu# zJ& NΏ[9bN89V?cC3Nf rf+2B.'`Rgj+D;Ej{5"!֯8yHlG飢qfMtX% ۉl/q?w%58_RM.pӥU]QQ¯8{ĉ<.S"ybHfrw5}?T,?el|tf5c8 s=ek;7[~}\p⺉֐(.>;8pd9خӯr=opgm2s z.m4X>U|Z9]/?~m9,?^-JO/9od*`!ds:-f, WN؀yx$2xUOHQv|r:2؈0*.kJ){1"dB('y*ʢ"( 2KL۱g43CKO?}h&p ə'L)X+y [ܣ!?ovh3sś2V 8 xD7((TOP [ S*O}Jc Su~cGuҮ#v\AQwt=n\wktկ2-\?(ٻEub׆G5as^ {K?qZ/N1l'bP A 8q4 wڰb"8I8D]Wt >xj^:.z Us|%:sj dFJj]TPT2}J1R%L:B:J]Ii&T}V;飪_Ǫ(Ut[EѩFZ3q;Ӷr}+|K3Mr}A+ALS*g. N9Oj,4/0 g;!pJ% lޤxag:\ dμA4e̖ ̣/xu pLb)Z.]1\C[ & Psʡ5Q6 -bN /*/cl`K àb5Cgf&~[YGZ[#m24x"ڿ&aGS?(og6oÿ':ԯ@ ϳL9̺龙[A. 0E_"qFoGPڰr젩r]uQR爦 IV[w(HB&7'_')㯙fߟu`!,5ezP~U>PZpk~ xڭRJQ=ͨ)!ƈh[Ie W E]]Xtޛт g}wg XEJж@lijXGES pLb)Y3;6VprP#vxypqo*N,@&;ɲ)hs%MQZuu}0&J\$ d';-_1xǖVX5[N0J#QzX?쮽%a!Ӫߑ/dr/lk^Z̥\fwt¿1OpOvxp>RB1]}yF"Z3,`jgO=qAD~5r֭'() T X.OxڭTohe?s~OiW&M3 ݄0 mKJ!t!" i "QHJ0J5vw]@yy<99;y2臐(EwcERG* JS  F%vs+Yhb-%͂DFعaCOiR朗uUbEҕhwu%MCb%}8$UMBf gjC*8HsJW>Ϸ&mA9vUX^ٵUƟ2 4AQDiG*;ɫIƸb-~[3:&<=8]igaRTTQCsy)%qdZ(] [y8_Ӝ >)&.C%/I 吼%˼ oƐŨ "/pQ yCPhhӣ),qKXSXi] u.NsIt6pA#egdǐAtZ/zl-[3vZA,/4e}Li7VNY_?@ABCDEFGHI JKLMNOPQRSTU VW XY Z[\]^_`abcdefgho2$?T_]2$=f5ӨLȱOznB]2$s:-f, WNl2$@mD'DWM 2$,5ezP~U> 2$ d>)S ~1? uuPP13"3@8yg43d3dv 0ppp@  uʚ;2Nʚ;<4!d!d{ 0<4dddd{ 0:2___PPT9/ 0? O =?Input EnhancementH 4Investigating Feedback in Second Language Learning ,52$&  A Five Point Plan$ r1. In Search of a Rationale 2. An SLA Perspective 3. Back to Basics 4. The Role of Literacy 5. A Modular Approachswwwwww     %1. In Search of a Rationale<.   +A Personal Perspective..$ I was originally interested in attempting to make contrastive pedagogical grammars compatible with current thinking in educational psychology: pedagogical grammars should be  psychologically respectable as well as linguistically soundb2   >] +     I then became interested in seeing best how teachers could make the feedback they gave to students work, particularly with regard to writing: Feedback to the learner should be fully exploited and the teacher should help to optimalise this process.NECl %" .The Error ClinicB Approx .16 week term fortnightly assignments essays processed without correction: errors located and classified students compile their own individualised error corpora periodically they work on their  corpus in small groups (instead of doing written assignments) and meet their instructor at specific points in the term to discuss their progressR]^  ;!    wo  [Never he had seen] such wf an ugly town. He [choosed] to stay all the same. After a time, he got fed up and lx|33 33'3333;33   , @62. An SLA PerspectiveB.  :*Experimental Approaches in SLA: an Example++& 7Does focus-on-form help?6 [..]  intact classroom studies with immersion children appear to show that explicit presentations of structure with negative input do not offer much advantage over the long run. But the jury is still out on the effects on adults, partly because of the many conceptual and methodological problems that plague language studies Schachter 1999: 578-579  The conclusion, then, is that research on form-focussed instruction has produced essentially no evidence that it is helpful and has produced considerable evidence that it is ineffective (though the latter is not entirely conclusive) Truscott 1998:121 J^@  "  -   A+ 9(What are the essential factors involved?@  'ILanguage learners develop knowledge of a language by being exposed to it..#  *VThis exposure may be, to some degree, planned, either by the learner or by teacher(s).$W&*d    QIt is an empirical question how much development is affected by this planning. &RN($@, ( NTeachers and textbook writers attempt to control the learner s experience ( input ) by selecting and highlighting ( enhancing ) certain aspects in all kinds of ways & .@L$$!$ $+$$     lBut, as Pit Corder once pondered: Does learning take place because of the teacher or despite the teacher? m!(((f(PP(PP((f(PP(f (d  .First and second language acquisition compared//0&%L1Bfirst language acquisition proceeds without instruction it carries with it a guarantee of  native-speakerhood @p$7̙d#    L2Bsecond language acquisition may proceed with or without instruction it does not carry with it a guarantee of native-speakerhood:$(?v/  0What about the timing?  which means that... !Prerequisites for L1 Acquisition?. you do not need to be cognitively mature you do not need to be formally instructed you do not need to be especially intelligent   R&' !Prerequisites for L2 Acquisition?. Aan L1? cognitive maturity? formal education? Mystery ingredient? &Bx-R 34. The role of literacyB.  !  Note a fundamental difference is being made here: native-speakerhood recreation of the underlying system literacy exploitation of that system refinement of that system 4$(,(03( 5" ' The sophisticated USE of the grammar and vocabulary of the language in a multitude of contexts Continuing (possibly lifelong) development of the lexicon Some development in the range of available grammatical constructions building on the grammatical principles already established ( 1313E13 13131381313133 #    $ -#$ 4To become a  native speaker does not entail having become literate but To become  literate normally entails already having become a native speaker DM$($$$L$v 1' %  It is, however, often required of L2 learners, at least in higher if not already in secondary education, that they: 1. attain high levels of proficiency 2. become literate in the L2 w2Fw$$$!$bA$$3$$3$    &'45. A Modular ApproachB ()*+ ,!-#."/$051A2C31(Input enhancement: a closing definition")<(.  42 :1. It is the principled manipulation of the learner s environment with the aim of affecting development. It attempts to make given target features salient.v  f;f f f  5;-Input enhancement: the definition extended..".<(6  6< 2. It attempts to make those target features salient whose presumed psycholinguistic status allows for an effective response to corrective feedback\$ $f$$$f`$Z)  7=8DThe Endj /x9:;<=>?@AB C D E F GHIJKLMNOPQRSTUVWXY Z!["\#]$^%_&`'a(b)c*d+e,f-g.h/i0j1PO- ` f` 3` ___>?" dd@,?FKd@  d u@@ d`"  n?" dd@   @@``PR    @ ` ` p>> *)"")(  #8  x  xx  Hd? x#@ j Q j Q    B CDEF @?FFF8\2b&a& k5tb2Q|F~9v9|$GYi@~3miG!2YzZ"k-}zEY2nmQ3=58F@ rB  B8c?rB  B8c?Z: } rB  B8c?     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CK9-@O   Zgֳgֳ ? x k7Klik om het opmaakprofiel van de modeltitel te bewerken8 8V  Tȉgֳgֳ ?4  nKlik om het opmaakprofiel van de modeltekst te bewerken Tweede niveau Derde niveau Vierde niveau Vijfde niveau8  o    `@gֳgֳ ?`  R*   !  `gֳgֳ ?   T*   "  `gֳgֳ ?   T*  Z  Bd޽h? ? f Internationaal*  {*s*0$$ )(   $8 H  Hf   6? @#@ H@  H@x   Hd? P@@ H  H     BCDEF @?FF,!N*tJ$QrE^rwQ$"st*=n,sXPn=3}#Ihl~j~hbI#8t? \4AF^A4 `}t:8brUN,@irB  B8c? T UrB  B8c?/ ` UrB  B8c? H     BICDExFd@?bP,AY+ :7x/B4RHl&z``Uxmb=@@ o ~2   Nd? @        S BCDEF? @,=   S BCDEF? @K \   S B3C0DE,F4? 2 # /)/2#2@D "w Rt   S DBCKDEF?77kc@/8K_ 8D  ?v,JF.0@?VRuzqutmhG6k]A]AB2A(E6AN5/ kop@H $   S BCDE4F<?   @( 9    S BDCaDEF$?004C7`P0@ U    S BuC^DE$F,? ' _ _1t]I3,6@Z z    S BOCeDEF ?0NdT-'0 @8 9 D   S B'CBDEDFL?&3+! '' . 5AA&3#$@   S BCDE$F,?   @<   S BCDE@FH?PP4)8F>HE{E;7|0|%r0rEfEWTQTI^+^5l5+%Geipo{{~r@wzw R   S BACDEF?dd >cvno|-?>UHGv`[@v80tduq>]nEYLGG74<!9MIgzrGQ!T|P`u_DP!!!A@lv]wn=VT7-@% T   S $B^CDELFT???7!96/Rl} ,EmEHM:@"R]E ?'(@?  m   S BC$DEF? # @ s     S BC^DE(F0? !R)K<sMMj]K<.6@k G    S BCDEF?BB|{nbWW>>( vr]OD,<330)7&9+<#MWbf q n}"++&<BS[ew@  L   S BCDEHFP?           %(@     S BCjDE$F,? % *^iP@%@  =   ZPgֳgֳ ?p@   k7Klik om het opmaakprofiel van de modeltitel te bewerken8 8 ! Zgֳgֳ ?p `   p<Klik om het opmaakprofiel van de modelondertitel te bewerken= = "  `l gֳgֳ ?`  R*   #  `gֳgֳ ?   T*   $  `gֳgֳ ?   T*  T  <d޽h? ? f0 ZR (    Tp0jJjJ ?P    T*     T,:jJjJ ?    V*   p  01 ?   V  T=gֳgֳ ? @  nKlik om het opmaakprofiel van de modeltekst te bewerken Tweede niveau Derde niveau Vierde niveau Vijfde niveau8  o  Z<jJjJ ?`P   T*     ZjJjJ ?`   V*   <  c $? ? ̙33 @0(  <  c $? ? ̙339 |tP(    d.1?fLfff@     Tgֳgֳ ?   <$D 0     TEgֳgֳ ?! @ <$ 0  R  T$gֳgֳ?p`D,$D0 RM.A.Sharwood Smith ( Universiteit Utrecht) ~ Heriot-Watt University: March 1999S S S`  HRd޽h @? ? H0 Z pF(    Z\gֳgֳ?S K5     Tgֳgֳ ?      Tgֳgֳ ?0<$0    ZP gֳgֳ?`0 :    Z\8gֳgֳ?  O 50 slides   H  0޽h ? f PH$(  $ $  TMgֳgֳ ? pp@   H $ 0޽h ? f  4,,(  , ,  T8agֳgֳ ?    ,  `cgֳgֳ3f ?  @   ,  `sgֳgֳ ? @ @  d , <GD?1? @ H , 0޽h ? f   J B  4 (  4 4 61? ,$D0 4 Tgֳgֳ? C,$D0 Ywo Never he had seen Not Dutch! He had never seen wf choosed chosefZ   335 Z 4  T(^gֳgֳ ?p   ( 4  gֳgֳfyd @) ?@ <$ 0    4 s Lgֳgֳ1 ? <$0   4 TGD?2 @1?`  ,$D0 4  fþgֳgֳ1?  ,$0 <    4 <1?  ,$02  4 TGD?d @1?`P ,$D0   4 ZHѾgֳgֳ?`p  <Teacher  marks learner s text  #  4 Zାgֳgֳ?  ,$D0 e!Learner compiles personal corpus" " "H 4 0޽h ? fv &<(  < < 033? ,$D0 < Tgֳgֳ? ,$0 2But, I became frustrated by having to grope in the dark& relying on intuition and common sense and hoping for the best. Were learners really learning  despite the teacher ? I ended up asking myself simpler and more fundamental empirical questions about what really goes on inside learners heads while they are developing new second language knowledge. @c   b   cH < 0޽h ? f D&(  D D T gֳgֳ331?@  j How exactly would drawing the learner s attention to formal features of the language help? Such questions have become one of the hot topics in the new field of Second Language Acquisition studies   \ fE f H D 0޽h ? f PH0L(  L L  T|&gֳgֳ ? p@   H L 0޽h ? f  f^PT(  T T  T<gֳgֳ ?    T NGd1?`0 ,$D0 T  `XDgֳgֳ?" 2,$D0 wControl Group No explanation No input enhancement Naturalistic exposure to target features in communicative contexts*x  fk x T TGd @1? ``,$D0 T  `Ngֳgֳ? " b,$D0 Experimental Group focus on target features (directly or indirectly) with or without explanation or correction (negative input): fof  T 61?  ,$D0 T  `Xgֳgֳ?!  ,$D0 NPre-test      T 61?  ,$D0  T  `egֳgֳ?^B ,$D0 Q Post-test 2      T 61?p ,$D 0  T  `4igֳgֳ? ,$D 0 Q Post-test 1       T  BACDEF8c?  @ @x a ,$D 0  T  BACDEF8c?  @ @` ay ,$D 0  T  BC}DEF8c? | @T9,$D  0 T  BCqDE F8c?pp@ Q ,$D  0B T <8c?   ,$D 0H T 0޽h ? f   :2p\(  \" \ ZG yd @1?P |" \ TG d @1?  \  Tgֳgֳ ?    \  T`gֳgֳ ? <$0  H \ 0޽h ? f  PHd(  d d  Tgֳgֳ ?0    H d 0޽h ? f  PHl(  l l  Tgֳgֳ ? ` 0   H l 0޽h ? f  PHt(  t t  Tdgֳgֳ ? ` 0   H t 0޽h ? f  |t| (  | |  Tfgֳgֳ ?! @`<$0  H | 0޽h ? f R(     T+gֳgֳ ?! @`<$0    03f?,$D0  T +gֳgֳ?,$D0 PJe S U I S (I am) Zou je kunnen bellen? Es wre A [OBJECT] Maria la llama JuantQ 2fff QH  0޽h ? f zr0 (    S ~+gֳgֳMd @ ?! @@@<$0 +   TX+gֳgֳ?0 H10 2 H  0޽h ? f  PHP(     T+gֳgֳ ?4  + H  0޽h ? f  php(  ^2  61?   6A?\ D ,$D0   T4K+gֳgֳ ?  +    TlO+gֳgֳ ?P` <$0 + p  ZPZ+gֳgֳ?P  ,$ 0 f You will become a native speaker within two years 4 4 3 4  <A ?p ` X $D 0!0H  0޽h ? f  |t (  ^2  61?   6A?,$D0H   `v+gֳgֳ?  ,$0   You may, given optimal circumstances, become a native speaker within an unspecified length of time signed Anon. P F3z 3     Th+gֳgֳ ?  +    Tj+gֳgֳ ?0 <$0 + H  0޽h ? f  ld(     T[gֳgֳ ?@   ^  6A?(  T [gֳgֳ?  S 2 years old 2    T8[gֳgֳ?  K80+ 2 H  0޽h ? f9   y(  ^  6A?Z2   ` 0[gֳgֳ1?@ JL2 (   T"[gֳgֳ?4 ,$0 first language acquisition takes place before learners undergo formal education whereas second language acquisition can take place before during or after formal educationU FK S FK f!   !     f f+    2   `L~[gֳgֳ1? JL1 ( d  <f3f8c? 2   `$qgֳgֳ1?P  JL2 ( 2   `.qgֳgֳ1?`0  JL2 (   ZX7qgֳgֳ? d  M schooling   jB  B8c? H  0޽h ? f  PH(     T4Oqgֳgֳ ?0d  q H  0޽h ? f (    T(fqgֳgֳ?\ ,$ 0 c first language acquisition takes place in learners who are cognitively immature. second language acquisition often takes place when learners have achieved partial or full cognitive maturity.Z >  f O " f  2   `4oqgֳgֳ1?p  JL2 ( 2   `bqgֳgֳ1?p@ JL1 ( H  0޽h ? f   0L(  ^  61?P    Tjqgֳgֳ ?<$0  q    Tlqgֳgֳ ?<$0 q   Zqgֳgֳ? l&So, to become 100% native in your L1:' '  'H  0޽h ? f  P(     T!qgֳgֳ ?<$0  q    TX/gֳgֳ ?@@ `<$0 q [  Tt /gֳgֳ?pc eto gain a level in an L2 equivalent to that attained by a 4-year old mother tongue learner, you need:Df   f"    fP  Z/gֳgֳ?` ,$0 6Yes, logically Perhaps not Probably not Motivation?.7 P+f  7  <1?` ,$D0  T/gֳgֳ?0 H15 2 H  0޽h ? f PHp(     T/gֳgֳ ? p 0@  / H  0޽h ? fD      (  t   LB CDETF\1?9$$9$9      9 $   9+,@ qr t   LB CDETF\1?9$&=$9      = &   9+,@qr   Tp/gֳgֳ ?<$0 / 4   BC DE4F<3f1?MM%.gQp(:z.d]P>. Q ). (0tJj Q RK    U   W @e+z`Q2#]z#^F2n .8X|4 ]F# WiF.E @@5<   B0CDEF1?../=+g<)Pgb@$ ,=Qc (<2VIt`wAs/Yxl9XM/G/]`@H  0޽h ? f  JB(  |"  TG  @1?  ^  61?`   TX/gֳgֳ ?` <$0 q   Z9/gֳgֳ?  RLiteracy  <3 H  0޽h ? f C(  d"  <G 1?``d"  <G 1?@` 3  T/gֳgֳ?pP,$0 { Small children acquire their L1 without consciously analysing and reflecting on the grammatical system Literacy is typically imparted by explicitly drawing attention to many formal properties of the language. .v  f  h   $$ H  0޽h ? f  |t (     T/gֳgֳ ?`<$0 / H  0޽h ? f8  x(  d"  <G 1?0 @    T/gֳgֳ ?  <$0 / H  0޽h ? fu %0 (   ^   61?0@   Z gֳgֳ?,$D0 Prerequisites for Literacy ,3 HH     TTgֳgֳ?,$0 To become a literate native speaker of your L1: you do need cognitive maturity you do need formal instruction you do need a certain degree of intelligence 0 k FK                    d   <1?0    Tgֳgֳ?0 H20 2 H   0޽h ? f  PHP(     Tgֳgֳ ? p@  / H  0޽h ? f#! pc(  2  63f1?  ,$D0   `t~gֳgֳ? , ,$D0 <  `  Tgֳgֳ?P0,$0 BThis strongly suggests that: L1 ability should be divided up into"C '  C2  61?0 P ,$D0   `(gֳgֳ?4? ,$D0 <    Zegֳgֳ?  ,$D0 Q L1 literacy       Tgֳgֳ?` ,$D0 SL1 basic system     Z gֳgֳ? y ,$D 0 YGrammar and Phonology  B   61?Q ` ,$D0W   Z\gֳgֳ? $~ ,$D 0 UTextual skills Discourse skills Translation skills Rhetorical skills Creative skills V V VB  @ 61?AP,$D 0B  @ 61?aqPP,$D 0B @ 61?QP,$D 0B @ 61?APp,$D0B  61?O,$D0;  T$1xgֳgֳ?  ,$ 0 'L E X I C A L D E V E L O P M E N T.( 23w (H  0޽h ? f" $_(  $2 $ 63f1?p  ,$D0 $  `Jxgֳgֳ?T ,$D0 <   $ TTRxgֳgֳ?0,$D 0 XIt also strongly suggests that different types and modes of learning are implicated : HY  %   Y2 $ 61?0 ` ,$D0 $  `XZxgֳgֳ?oL ,$D0 <  ! $ ZHgxgֳgֳ?` ,$D0 cconscious analytic strategies   $ ZTKxgֳgֳ?PV ,$D0 Xsubconscious processes  H $ 0޽h ? f# ,(  , , Zxgֳgֳ?`  K?  ^2 , 61?@  , Txgֳgֳ? ,$0 The question of whether or not the acquisition of the basic L2 system can be hindered or, alternatively, facilitated by: 1) greater cognitive maturity 2) formal education 3) relatively high levels of intelligence is still an open one.z 0 <? 0 <<    f  f    q  H , 0޽h ? f$ 4$(  4^2 4 63f1? `^ 4 61?   4 T$xgֳgֳ? ,$0 h The question of whether or not the development of L2 literacy is affected by these three factors has not been fully debated in research circles because 1) it is simply taken for granted that they are thus affected 2) basic linguistic competence and literacy have not been systematically distinguished in people s minds.F 6  3 f$ 8 :e  FH 4 0޽h ? f% <P(  < <  `d @?,$D0 < T xgֳgֳ?,$0 "zWe may conclude that L2 development may involve one or both of the following: the basic language system literacy skills zN - MjG3 {* <  `xgֳgֳ?@P,$0 fwhich, in turn, suggests that:    < N2 @1? ,$D0 <  `xgֳgֳ?.B ,$0 ` Any attempt to affect the process cannot assume a single monolithic learning device <a "jG1jG  aH < 0޽h ? f& bZD(  D^2 D 61?` ^2 D 61?0 P ^2 D 63f1?   D Tgֳgֳ? * FThis fits in with current views of the mind/brain as a modular systemG  $ $3$$ʇ $$3,3,ʇ$ʇ GH D 0޽h ? f '  { 0 L (  L2 L 63f1?p  ,$D0 L  `gֳgֳ?T ,$D0 <   L Tpgֳgֳ?P,$0 E At the most basic level, we are dealing with a modular system with two types of language knowledge reflecting two modes/types of learning. p Y] "+ " 2 L 61?0 ` ,$D0 L  `gֳgֳ?oL ,$D0 <  / L T[gֳgֳ?` E L ,$D0 wModule 2 Conscious strategies,   + L Z[gֳgֳ?` L ,$D0 mModule 1 Subconscious processes   B  L 61? P ,$D0B  L 61? ,$D 0   L Z[gֳgֳ? O@,$D 0 M L2 basics      L Zh[gֳgֳ?  ,$D 0 O L2 literacy     L T[gֳgֳ?0 H25 2 H L 0޽h ? f (   PT% (  TM T Tܿqgֳgֳ?  kIf this is so, then it also makes no sense to promote a monolithic catch-all approach to teaching languages0l   Q  l( T  BC/DEF3f1?%%}4oK^_Lp4|4L^o}.V.Y`n|p_nK`4YVKL@r,$D 0 T  ` qgֳgֳ? )F,$D 0 YGrammar-translation   T  lBCDEdFl1?zv0[Z2r~{2[vzbgk{~rZk0gb34@ 0 ,$D 0 T  `$qgֳgֳ? } ,,$D 0 YTask Based Learning  ( T  BCDEFf1?%%~~u1cGZ[Hi-v}-HZcu~~__hq}vi[qGh1__~KL@pr,$D 0 T  `qgֳgֳ?],$D 0 ZThe lexical approach  H T 0޽h ? f) zrp \ (  \F \ Tqgֳgֳ?  `And it suggests that a given type of feedback to the learner will produce different responses according to the  psycholinguistic status of the linguistic feature in question.4 o  f)  ( \  BCDEF3f1?%%YVS#K1@>3J#RWX#3@KSVYY\agqXWRJq>g1a#\YYKL@ 1,$D 0) \  `gֳgֳ?xV,$D 0 eDiscourse Module 2?$     \  LBCDETF\1?@=/0;@BH/S=h@hSHB@;0@+,@ /B" ,$D 0' \  `qgֳgֳ?  ,$D 0 cSyntax Module 1?$    \  BBCDEFf1?!!G??)/4(= DGIhj m(t/}??G }t)m1jAhAI1G)D=4 )GCD@pR ,$D  0+ \  `gֳgֳ?},$D  0 gThe lexicon Module 1?$      \  LBCDETF\3f1?NG96HN9GNT[iNHi6[TN+,@ B,$D 0/  \  `!gֳgֳ?B  ~,$D 0 kText Module 2? .     \  B CDEtF|f31?NI 9:*EKPR*9INRPKE: N;<@_ B,$D 0*  \  `<#gֳgֳ? P ,$D 0 fPhonology Module 1?$    H \ 0޽h ? f * K C  d(  dP d TAgֳgֳ? It may be, of course, that the mechanisms for acquiring the basic linguistic system are no longer in place for all or some L2 learners   2 d  `Jgֳgֳ3f1?p  ,$0 <  2 d  `$Qgֳgֳ1?0 ` ,$0 <  , d ZZgֳgֳ?  D & ,$0 nConscious strategies,     d Z[gֳgֳ?  & ,$0 ZSubconscious processes  B d 61? ,$0 d Tpogֳgֳ? ,$0 [L2 basics & L2 literacy    d 6A? T ,$D 0B  d@ <8c? A ,$D0H d 0޽h ? f+ l(  l l Zgֳgֳ?P``  ] If L2 learners are limited to just one mode of learning, it would have crucial implications for applied linguistics. As just suggested, the jury is still out: more research is needed to resolve this issue.F >  , \   H l 0޽h ? f, PHt(  t t  T$gֳgֳ ? p @   H t 0޽h ? f- |t| (  | |  Tgֳgֳ ?! ` <$0  H | 0޽h ? f. PH(     Tlgֳgֳ ? p @   H  0޽h ? f/ |t0 (     TPgֳgֳ ?! 0  <$0  H  0޽h ? f%0 Pe(   "  c gֳgֳG d.1?fLfff p  )Linguistic features which respond to correction will emerge after careful empirical research is carried out. Explanation will be guided by the chosen theoretical perspective and the empirical findings that it engenders.      Tgֳgֳ1?\ NCONCLUSION: It s an empirical question ( ($ (H  0޽h ? f19 p)(    d.1?fLfffP    T!gֳgֳ ?   <$D 0  c  Z5gֳgֳ?p D,$D0 _presented by M.A.Sharwood Smith ( Universiteit Utrecht) ~ Heriot-Watt University: March 1999` ` ``  HRd޽h @? ? H020 `(     H1 ?       Tgֳgֳ ? @    H  0޽h ? ̙3320  (      H1 ?       T@gֳgֳ ? @    H  0޽h ? ̙332%0 ((  ( (  H1 ?     (  TRgֳgֳ ? @    H ( 0޽h ? ̙332+0 0(  0 0  H1 ?     0  Thgֳgֳ ? @    H 0 0޽h ? ̙332.0 8(  8 8  H1 ?     8  T0Ӿgֳgֳ ? @    H 8 0޽h ? ̙332,0 @(  @ @  H1 ?     @  T<gֳgֳ ? @    H @ 0޽h ? ̙332@0  H(  H H  H1 ?     H  T<gֳgֳ ? @    H H 0޽h ? ̙33260 @P(  P P  H1 ?     P  T-gֳgֳ ? @    H P 0޽h ? ̙332:0 `X(  X X  H1 ?     X  T`}gֳgֳ ? @    H X 0޽h ? ̙33270 `(  ` `  H1 ?     `  T@gֳgֳ ? @    H ` 0޽h ? ̙33290 h(  h h  H1 ?     h  Tgֳgֳ ? @    H h 0޽h ? ̙332'0 p(  p p  H1 ?     p  TXgֳgֳ ? @    H p 0޽h ? ̙332*0 x(  x x  H1 ?     x  T,gֳgֳ ? @    H x 0޽h ? ̙3320 (     H1 ?       T gֳgֳ ? @    H  0޽h ? ̙332(0  (     H1 ?       T+gֳgֳ ? @    H  0޽h ? ̙3320 @(     H1 ?    +   T+gֳgֳ ? @  +  H  0޽h ? ̙332 0 `(     H1 ?    +   T +gֳgֳ ? @  +  H  0޽h ? ̙3320 (     H1 ?    +   TI+gֳgֳ ? @  +  H  0޽h ? ̙332 0 (     H1 ?    +   Ti+gֳgֳ ? @  +  H  0޽h ? ̙33200 (     H1 ?    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