Hypotesis 3

Hypothesis 3
Thank you for the assignment. Yes, I will expound some on the Hypothesis 3. 3. Especially the feedback issue. The article discussed some pro's and con's of correction and feeback. Feedback refers to the process of giving students information so they can tell if their production or comprehension of the language is corrcct, and correction refers to the results of feedback on it's effect on learning.(Long, 1997;Ellis, 1990, p. 71). The thrust of this hypothesis is that there is a role for form-focused instruction in a proficiency-oriented approach, used in judicious blend with communicative language teaching practices. There is a whole continuum of feedback strategies. We need to see the values and need for correction and feedback. There was some discussion on postive input enhancement and negative enhancement. Higgs and Clifford (1982) suggested we might be able to help students produce more accurate speech if we adopt "output" hypothesis, similar to Krashen's input hypothesis. Back to the discussion on feedback. We need to see that instruction and evaluative feedback is useful in faciliating the progression of student skills toward more positive and precise language use. There was two-sides to the issue of feedback and correction. Either was/is more positive toward comprehension or it wasn't. It is a way of evaluating comprehension. Psychologists have shown repeatedly tht concept of learning with advance organizers and clues is always better than learning without clues. Thous would totally enhance a learner of the language. The system would give positive motivation to learn the language and the way students express themselves and getting their ideas across clearly and precisely. Phyllis