Events of 2014-2015
Strengthening Foreign Language Across the Curriculum (FLAC) Across Cornell
Wednesday, September 10, 2:30-4:30
Reception following on the Uris Hall Terrace
FLAC has proven to be a successful means of supporting students' use and expansion of
foreign language skills by adding a foreign language section to a regular course.
This event explores ways to expand FLAC offerings at Cornell by identifying the goals
and necessary supporting structures, and by encouraging faculty across campus to add a
FLAC component to their courses. What are the goals, roles, and responsibilities?
What are the benefits and resource requirements? This event of panels and group
interchange promises an engaging discussion by bringing together faculty, outside experts,
TAs, language teachers, students, and senior administrators. Laura Brown,
Vice-Provost of Undergraduate Education, will moderate the final discussion.
Your attendance will show the importance of support for FLAC, in terms of TA stipends and organizational structures. For more information contact Dick Feldman at firstname.lastname@example.org.
Organized by Language Research Center and with support of Cornell's Language Education Council, Vice Provost for International Affairs, and the Mario Einaudi Center for International Studies.
Who Owns Content? Issues in Content-Based Instruction
Friday, October 3, keynote 4-5, followed by reception
Saturday, October 4, 9am to 3pm
Clark Hall 701
This event is sponsored by the Consortium for Language Teaching and Learning.
Pedagogical perspectives on error correction
Research Associate Professor of Applied Linguistics
Department of World Languages and Cultures, American University
Tuesday, November 11, 4pm followed by reception
The field of second language teaching and learning has seen a number of pendulum swings in how
errors should be viewed. In the 1950s and 1960s, behaviorist theories of language learning that
emphasized habit-formation deemed errors as damaging to learning and thus in need of immediate
eradication. In the 1970s and 1980s, more nativist theories about language learning saw errors
as a natural part of the learning process and thus correction was not needed. More recently,
interactionist theories of language learning have reinforced the view that errors are natural and
unavoidable, but also have considered errors to be 'treatable'.
What is undeniable is that language teachers have to deal with learner errors on a daily basis. How then are they to respond to learner errors given the mixed messages emanating from researchers and theoreticians? Error correction has been an intense object of inquiry in the Applied Linguistics field for at least two decades. Accordingly, a plethora of research has presented its robust findings on the efficacy of error correction and the extent to which this can be mediated by a host of individual learner factors, such as motivation, language analytic ability and working memory. Nevertheless, a disconnect remains between research and practice with regard to the utility of error correction because many teachers in the language classroom are still left with the question of what they should do about learner errors on a daily basis.
My talk will address the following questions from the pedagogical perspective: (a) What are errors?; (b) Should teachers aim to correct all errors or be selective?; (c) What criteria should teachers use to select errors for correction?; and (d) What specific ways can teachers correct oral and written errors. After providing my understanding of several key findings from the research on error correction, I will also consider each finding in terms of my own unique experience as a language learner, language teacher and teacher educator.