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Errors in this case are not inhibitory, but rather evidence of one’s learning strategies.
The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors.
This difference arises with Unicode which includes multi-byte characters.
The desired behaviour is selected with the -c or -m switch.
However, correction sessions can be used as a valid activity in and of themselves.
In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected.
Before Corder’s work, syllabuses were based on theories and not so much on learners’ needs.
3) Mager (1962) points out that the learners’ built-in syllabus is more efficient than the teacher’s syllabus.
5) Errors are significant in three ways: – to the teacher: they show a student’s progress – to the researcher: they show how a language is acquired, what strategies the learner uses. 6) When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses.
(This is derived from Carroll’s proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it.