Corder P. 1981 Error Analysis And Interlanguage
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My Basket My Account Applied Linguistics About This Journal Contact This Journal Subscriptions View Current error analysis and interlanguage stephen pit corder pdf Issue (Volume 37 Issue 5 October 2016) Archive Search Oxford Journals
Error Analysis Corder 1967
Arts & Humanities Applied Linguistics Volume 5 Issue 1 Pp. 68-71. This item requires a subscription*
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Stephen Pit Corder Error Analysis And Interlanguage
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analysis and interlanguage / S. P. CorderArticle with 175 ReadsSource: OAI1st Stephen Pit CorderAbstractIncluye bibliografíaDo you want to read the rest of corder sp 1967 the significance of learners errors this article?Request full-text CitationsCitations8ReferencesReferences0Third turn position in teacher talk: Contingency contrastive analysis error analysis interlanguage and the implication to language teaching and the work of teaching (DOI:10.1016/j.pragma.2006.02.004)"This is a language lesson on the run, as its character sp corder is occasioned by and contingent upon the students' second turn answers. It has been a disciplinary focus of second language instruction to isolate the categories of errors https://applij.oxfordjournals.org/content/5/1/68.full.pdf in order to find optimal ways of correcting them through teaching (Coder, 1981; James, 1998). Yet, close analysis of the classroom interaction shows that language contents are often embedded and enacted in a lesson's natural sequence of interaction, as the teacher finds and deals with a problem in and as an interactional response. "[Show https://www.researchgate.net/publication/44420129_Error_analysis_and_interlanguage_S_P_Corder abstract] [Hide abstract] ABSTRACT: As part of the familiar three-turn sequence in pedagogical discourse, the third turn position in classroom talk is considered to play an important role in giving feedback on second turn answers produced by the students. The prior literature relies on functional categories to explain the relationship between teachers’ third turn moves and student learning and yet, their analyses often take for granted the local exigencies embedded in the three-turn sequence. In producing the third turn, classroom teachers come to terms with far more local and immediate contingencies than what is projected by blanket terms such as ‘evaluation,’ ‘feedback,’ or ‘follow-up.’ Following Ethnomethodology and Conversation Analysis, this paper examines and specifies the local contingencies that surround the teacher's third turn in order to bring into view the unforeseen range of the method of actions that teachers display. Based on 46 hours of ESL classroom interactions, several collections of talk exchanges are analyzed to demonstrate how th