The Effects of Learning: Accuracy of Self-correction
Summary
TLDRJem Russell explores the concept of self-correction in language learning, where learners identify and correct their own errors with varying degrees of guidance from teachers. The video discusses the efficacy of self-correction, individual variation in its effectiveness, and the impact of different conditions on learners' ability to enhance accuracy. It highlights that self-correction is most successful in basic morphology and suggests that while conscious grammar application is limited, it contributes to refining speech and writing, especially for advanced learners.
Takeaways
- đ Self-correction is an essential skill where learners identify and correct their own mistakes without teacher intervention.
- đšâđ« Teachers can guide learners in self-correction by varying the level of guidance provided about the location and nature of errors.
- đ Self-correction efficiency varies among individuals, with the level of conscious monitoring engagement affecting the outcome.
- đ Professional linguists or trained monitors are expected to have better self-correction performance due to their advanced monitoring capabilities.
- đ Different aspects of language output may have varying levels of self-correction accuracy, with some being more challenging than others.
- đ Self-correction in natural conversation is primarily focused on communication rather than form, assuming natural difficulty with grammar.
- đ Conditions for self-correction can be categorized into five types, each influencing the accuracy and focus of the corrections made.
- đ Data from studies show that the conditions and subject differences significantly affect the accuracy of self-correction, especially in syntax.
- đ Formal students tend to correct a higher proportion of their errors compared to informal students, indicating a focus on form and accuracy.
- đ Revisions in writing often aim for greater communicative effectiveness rather than just grammatical form, as noted in ESL student compositions.
- đ The application of conscious grammar rules, while limited, can refine speech and writing, adding a 'cosmetic' impact important for advanced language learners.
Q & A
What is the main topic discussed by Jem Russell in the video?
-The main topic discussed by Jem Russell is the effects of learning, specifically the accuracy of self-correction in language learning.
What is self-correction in the context of language learning?
-Self-correction in language learning refers to the process where learners identify and correct their own mistakes instead of relying on a teacher to do it for them.
How can teachers involve learners in self-correction?
-Teachers can involve learners in self-correction by providing varying degrees of guidance about the location and nature of their errors, as well as examples of good language use for comparison.
What is the significance of self-correction in monitoring strength?
-Self-correction is considered the most valid object of study in investigating monitor strength because it is what a monitor actually does during performance.
What factors affect the efficiency of self-correction according to the script?
-Factors affecting self-correction efficiency include individual variation, the aspects of output the learner attempts to correct, and the conditions under which the learner is operating.
What is the role of a conscious monitor in self-correction?
-The conscious monitor is engaged in self-correction, and its level of engagement is expressed in the efficiency of self-correction.
Why might a trained or professional linguist perform better in self-correction?
-A trained or professional linguist, being an ideal user of the monitor, is expected to perform better in self-correction due to their higher degree and capability of monitoring usage.
What are the different conditions that can affect the accuracy of self-correction?
-The conditions affecting self-correction accuracy include free speech or natural conversation, focus on form, careful speaking and writing, being informed of an error without specifics, and having the error location and violated rule provided.
What does the data in the script suggest about the relationship between self-correction conditions and accuracy?
-The data suggests that different conditions and subject differences affect self-correction accuracy, providing a picture of what can be expected in the domain of syntax.
What is the hypothesis regarding the relationship between form focus and accuracy improvement?
-The hypothesis is that as learners concentrate more on form, their accuracy improves, which is consistent with studies classified under the second condition.
How do advanced second language learners benefit from the application of conscious grammar rules?
-Advanced second language learners benefit from the application of conscious grammar rules by making their writing and speech more refined, even though these rules may make a minor contribution to communication.
Outlines
đ Self-Correction in Language Learning
Jem Russell introduces the concept of self-correction in language learning, where learners identify and correct their own errors rather than relying on a teacher. The process can vary in guidance provided, focusing on the location and nature of errors. Self-correction is a key aspect of monitoring one's language performance, and its effectiveness is studied to understand learner's strengths and weaknesses. Factors affecting self-correction include individual variation, the aspects of language output the learner focuses on, and the conditions under which the learner is operating, such as free speech or a focus on form. The discussion also touches on the different conditions that can affect the accuracy of self-correction, from natural conversation to more structured educational settings.
đ Conditions and Accuracy in Self-Correction
This paragraph delves into the specific conditions that influence the accuracy of self-correction in language learning. It presents data that illustrates how these conditions and subject differences impact self-correction effectiveness, particularly in syntax. The summary highlights that formal students tend to correct a higher percentage of their errors compared to informal students, and that certain subjects, like letter 'p', outperform others. The paragraph also discusses the role of conscious grammar rules in enhancing communication and the importance of these rules in refining speech and writing, especially for advanced second language learners. It emphasizes the cosmetic impact of applying these rules for a more polished language performance, which can be crucial for students aiming to meet communicative needs in a target language environment.
Mindmap
Keywords
đĄSelf-correction
đĄLearners
đĄAccuracy
đĄMonitoring
đĄIndividual Variation
đĄSyntax
đĄConditions for Self-Correction
đĄError Identification
đĄCommunicative Effectiveness
đĄConscious Grammar
đĄSecond Language Acquisition
Highlights
Self-correction is defined as learners correcting their own errors instead of relying on a teacher.
Teachers can guide learners in self-correction with varying degrees of guidance on error identification and correction.
Self-correction efficiency is influenced by the level of conscious monitoring engaged by the learner.
Individual variation in self-correction efficiency is significant, with trained linguists expected to perform better.
The aspects of language output that learners attempt to correct can affect the accuracy of self-correction.
Learners may struggle more with complex syntax and other language aspects compared to basic morphology.
Conditions for self-correction include natural conversation, focus on form, and awareness of errors.
In natural conversation, self-correction is up to the performer with an emphasis on communication.
For writing, self-correction can be subdivided into careful speaking and careful writing conditions.
When errors are pointed out without specifics, learners may struggle to identify and correct them.
Teachers can underline errors and explain them to help students recognize and correct mistakes.
Data shows the proportion of errors successfully corrected under different self-correction conditions.
Formal students tend to correct a higher representation of their own errors compared to informal students.
Concentrating more on form improves accuracy, as seen in studies focusing on communicative effectiveness.
ESL students focus on vocabulary choice and minor specifics, with less emphasis on grammatical improvements.
Many corrections are attempts to enhance intelligibility rather than grammatical form.
The use of conscious grammar rules is limited to easily learned and applied rules that contribute to refined speech or writing.
Advanced second language learners may focus on polishing their language skills for cosmetic impact and refined communication.
Transcripts
[Music]
good day everyone i am jem russell
and i will discuss to you the effects of
learning
accuracy of self-correction
[Music]
so what is self-correction
self-correction is when learners correct
themselves instead of a teacher doing it
teachers can involve learners in
self-correction
to different degrees by giving learners
more or less guidance
as to the location of nature of their
errors
and examples of good use of language to
compare their own too
[Music]
after we discussed the previous chapter
in the discussion of the lesson
and performer monitoring which rules are
applicable
we are now turned into the next question
of how efficacious monitoring is
how much will the performer of the
second language
enhance accuracy by referring the
conscious grammar
according to novel hook self correction
is the most valid object of study in
investigating monitor strength since
this
is what once monitor actually does in
your performance
based on the statement
teacher is using the self-corrections of
a student
to identify the strength or the
weaknesses
of each of them and able
to guide students
to correct their errors
factors affecting self-correction
accuracy
first as we can infer from the
discussion in chapter 2
there is individual variation with
respect to self-correction efficiency
to the extent that the conscious monitor
is engaged in self-correction
this will be expressed in
self-correction efficiency if there is
individual variance
in the degree and capability of
monitoring usage
from a trained or professional linguist
who is an ideal user
monitor we could expect much better
performance
from other performers all other
conditions
kept constant second factor
we might expect variation depending on
which aspects of output the performer
attempts
to correct for basic mythology the
monetary tends to function best
may be less accurate for complicated
syntax
and may have even more trouble with
other parts of the problem
this is because there is sufficient
knowledge
to speculate on the comprehensibility
of much of the grammar hook robertson
and krashen distinguish the following
conditions
first there is free speech or natural
conversation
self-correction is up to the performer
and form does not have a special
emphasis
instead in most situations the emphasis
is on communication when looking at the
grammatical structure
errors in this state we would assume
natural difficulty second condition
moving in the direction of focus and
form
[Music]
in order to predict more self-correction
for writing
we have to subdivide this kind of
condition into two sub-conditions
one for careful speaking and one for
careful writing
in the third condition the student is
informed that an
error exists but does not know
where the error is or what rule has been
broken
this is approximately similar to the
structure in which
learners are clearly told that their
paper includes
certain mistakes and that they should be
corrected
fourth condition corresponds to
composition correction
in which the teacher underlines the
errors
it explains students that have errors on
his or her paper
teachers are able to underline those
errors
so that students will recognize their
errors in the paper
especially for example on writing essay
and the fifth condition existence
location
and description of the violated rule
are provided the data
as we can see on this data in horizontal
line
we can see the proportion of errors
successfully corrected
while on the other hand the vertical
line
is the conditions for self-correction
[Music]
the figure 4.1 or the data attempts to
illustrate
how conditions and differences in
subjects
affect self-correction accuracy and
gives us a picture of what we can expect
at least in the domain
syntax and the following sheet five
men's
formal students correct a higher
representation of their own errors
informal students do and our subject
letter p outperforms everyone
[Music]
it is also consistent with the
hypothesis
that as we concentrate more on form
accuracy improves
several studies all classified as
falling under condition
two or the second condition
show that revisions are typically aimed
at
greater communicative effectiveness and
not
merely on form cited in hatch 1979
hassan noted the improvements in the
second and third drafts
of compositions made by esl students
he reported that the students focused
primarily
on the choice of vocabulary added minor
specifics
and made fewer improvements that
resulted
in grammar improvement overall
came to similar calculations noting that
her subject seems to be
closely observing their speech but not
for grammatical memories
their knowledge of speech was more based
on their success
or inability to express their message
hook robertson and gretchen noted that
many of subject's corrections were
obviously attempts that enhance
intellegibility rather than grammatical
form
other effects of conscious rules the use
of the conscious grammar
we have maintained is limited to easily
learned
late applied rules simple morphological
additions that do not make
an overwhelming contribution to
communicating the speaking
language message english speakers
understand sentences with singular
markers absent
in the third person and thanks to the
inclusion of other markers of intense
and pragmatic information have chopped
standard past endings fairly well
there is nevertheless some real value in
applying these rules when time permits
when role use does not interfere with
communication
providing these local goods makes
writing speech
more refined even though they make a
minor contribution to communication
it adds a cosmetic impact that can be
very important for many students
of second language in the advanced
second language class providing such
polish may become the main goal
one that is quite justified for many
students
advanced second language acquirers
especially those
who have been in a country where the
target language
has been spoken for a few years may have
acquired a great
deal but not at all all the second
language
sufficient to fulfill communicative
needs but still
below the level
[Music]
you
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