Improving feedback on L2 misspellings – an FST approach
In the learner's production there will be both errors of performance, which characteristically will be unsystematic, and errors of competence, which will be systematic. The errors of competence can be divided into two groups: 1) Those which are morphologically irrelevant, but still systematic,...
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| Format: | Text |
| Language: | English |
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| Online Access: | http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.362.3594 http://giellatekno.uit.no/background/poster_feedbackFST.pdf |
| Summary: | In the learner's production there will be both errors of performance, which characteristically will be unsystematic, and errors of competence, which will be systematic. The errors of competence can be divided into two groups: 1) Those which are morphologically irrelevant, but still systematic, like for North Saami writing a instead of á in the stem. The North Saami orthography is radically different from Norwegian and Swedish, and is a challenge for the language learners. 2) Those which are morphologically relevant, e.g. skipping the monophthongizing going from the nominative form viessu ʻhouse ʼ to the illative form vissui ʻto the house ʼ (which gives the erroneous form viessui), or choosing the wrong suffix. Also these are systematic errors, and they are possible to predict and give to the analyser. Feedback to the L2 should support and facilitate learning, and the error should be seen as a chance of getting the language learner to not only |
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