About this paper

Appears in:
Pages: 5099-5102
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.1267

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

SELF-ASSESSMENT FOR ADDRESSING INDIVIDUAL FOSSILIZED ERRORS WITH ADVANCED L2 LEARNERS

M. Rudneva, N. Valeeva, Y. Nigmatzyanova, A. Guslyakova, E. Pavlova

RUDN University (RUSSIAN FEDERATION)
The paper is dedicated to a self-assessment approach as a means of addressing fossilized errors in L2 speaking within the professional communication framework. The phenomenon of fossilization manifests in L2 spoken and written texts on phonological, lexical and grammatical level (Han and Odlin 2006). Addressing the issue of fossilization has to deal with creating a perfect fluency/accuracy balance, according to past research Brown (2001), Ellis (2004), Higgs and Clifford (1982), Nunan (2004) increase of fluency in L2 classroom settings inevitably results in fossilized errors in learners as it compromises their accuracy on a permanent basis. Particular emphasis on accuracy has been the subject of a few studies , Spada (1997) , Ellis (2002) etc.

In this respect it is interesting to look into common practices of addressing fossilized errors in advanced L2 classroom. This work is a case study of an attempt to address individual fossilized errors in L2 C1-level students at university level. The paper argues that self-assessment as a means of developing metacognitive awareness and consciousness of advanced L2 learners is a valid tool for eliminating fossilized errors in the long run. We present the results of case study that took place at RUDN university in 2018 within 3 months. During this period a group of advanced L2 learners were asked to record their spontaneous pair interactions, transcribe the conversations and correct their own mistakes. The corrected transcripts were submitted to the L2 instructor for further evaluation and assessment. Small corpora of error-tagged conversations were created for each individual student. Then the instructor created a report on individual mistakes and errors on monthly basis. Persistent, fossilized errors were registered for each individual case and measured at the beginning for the pedagogical experiment and at its end. The paper presents our findings, positive dynamics and overall pedagogical value of establishing correlation between students’ previous knowledge and self-assessment.
@InProceedings{RUDNEVA2019SEL,
author = {Rudneva, M. and Valeeva, N. and Nigmatzyanova, Y. and Guslyakova, A. and Pavlova, E.},
title = {SELF-ASSESSMENT FOR ADDRESSING INDIVIDUAL FOSSILIZED ERRORS WITH ADVANCED L2 LEARNERS},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.1267},
url = {http://dx.doi.org/10.21125/inted.2019.1267},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {5099-5102}}
TY - CONF
AU - M. Rudneva AU - N. Valeeva AU - Y. Nigmatzyanova AU - A. Guslyakova AU - E. Pavlova
TI - SELF-ASSESSMENT FOR ADDRESSING INDIVIDUAL FOSSILIZED ERRORS WITH ADVANCED L2 LEARNERS
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.1267
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 5099
EP - 5102
ER -
M. Rudneva, N. Valeeva, Y. Nigmatzyanova, A. Guslyakova, E. Pavlova (2019) SELF-ASSESSMENT FOR ADDRESSING INDIVIDUAL FOSSILIZED ERRORS WITH ADVANCED L2 LEARNERS, INTED2019 Proceedings, pp. 5099-5102.
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