The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

The study investigated the effects of correction of learners' grammatical errors on acquisition. Specifically, it compared the effects of timing of correction (immediate versus delayed correction) and manner of correction (explicit versus implicit correction). It also investigated the relative effects of correction of morphological versus syntactic features and correction of developmental early versus developmental late features. Data for the study were collected from 56 intermediate level students of English as a Foreign Language in Iranian university and private language school settings. Each participant was required to read and then retell a written text in their own words during an oral interview with the researcher. During or following the interview the researcher corrected the participants on their grammatical errors implicitly (using recasts) or explicitly (providing metalinguistic information). Individualised tests focusing on the errors that had been corrected were constructed for each participant and administered. Statistical analyses were conducted on the scores the participants received on their individualised tests. Results showed no significant differences for timing of correction. However, significant differences were found for manner of correction. Participants who received explicit correction gained significantly higher scores than those who received implicit correction. This finding lends support to the argument of Schmidt (1994) concerning the role of metalinguistic awareness in language acquisition. Correction of morphological features was found to be more effective than that of syntactic features. It is argued that morphological features are generally learnt as items whereas syntactic features involve system learning. Correction of developmental early features was found to be more effective than correction of developmental late features. This finding lends support to suggestions that corrective feedback (like other types of form-focused instruction) needs to take into account learners' cognitive readiness to acquire features (Pienemann 1984; Mackey 1999). iii Analyses of the interactions between independent variables were also conducted. It was found that explicit correction was more effective for the acquisition of developmental early features and implicit correction was more effective for the acquisition of developmental late features The implications of these results for both second language acquisition and language pedagogy are considered.

Master of Arts / Department of Modern Languages / Douglas K. Benson / Este trabajo presenta una unidad de enseñanza la cual contiene una serie de actividades educativas diseñadas con la intencionalidad de ofrecer al aprendiz un cúmulo de experiencias significativas que permitan la construcción del aprendizaje, mediante la lectura y comprensión de textos literarios que ilustran la cultura panameña; y que facilitan el desarrollo de aptitudes de toda índole. Los cuentos “El cielo se está cayendo” y “EL gallo Vicente” destacan aspectos importantes de la vida de los seres humanos dentro del ámbito social en que se desenvuelven a diario y que destacan las diferencias individuales de cada persona. Es por ello que, mediante el desarrollo de estas actividades, el aprendiz es motivado a leer, entender, distinguir, analizar, interpretar, comparar, establecer similitudes y diferencias, así como también ejemplificar el contenido y el contexto en el que se lleva a cabo cada uno de estos cuentos. Por otra parte, ambas obras literarias buscan que el aprendiz adquiera habilidades en la toma de decisiones, al momento de reflexionar y criticar objetivamente los puntos de vista de otros autores; así como también de ser creativo e innovador al reproducir lo aprendido. Cada actividad está enfocada en envolver al aprendiz en el uso efectivo del español, al mismo tiempo que adquiere un vocabulario nutrido y las estructuras gramaticales requeridas para interactuar en cualquier contexto social, mediante el intercambio de ideas, opiniones, y sentimientos, de manera efectiva y exitosa. Cabe destacar, que todas las actividades fueron diseñadas tomando en consideración que los aprendices son los principales agentes en la construcción de su propio aprendizaje y el docente se convierte en un guía y orientador en los procesos de enseñanza y aprendizaje.

While various studies have investigated the effectiveness of certain types of error treatment methods, there has been little linguistic research conducted to examine how actual language teachers have been dealing with L2 learners’ written errors. The current research was designed to investigate the types of written errors ESL teachers corrected and the types of error treatment methods they used to correct those errors in the context of Bond University on the Cold Coast. Moreover, it was intended to highlight the relationship between the literature and actual practice in terms of error treatment of written work. In this study, sixty-six students’ written texts corrected by nine different teachers were collected and examined. The teachers’ treatment of the learner errors found in each sample were identified and classified according to their features. The findings from both quantitative and qualitative data on the patterns of error treatment were analysed, and following this, various comparisons were made. The results of the study indicated that despite the current trend of language teaching, error treatment was frequently provided by the teachers in the ESL classrooms. Moreover, the teachers constantly corrected the deviations of local aspects of the language, which did not seriously influence the intelligibility. In addition, the results of the study also demonstrated that the teachers used both explicit types and implicit types of correction methods in a hybrid manner, and they altered their mode of correction depending on the types of errors. They tended to provide explicit correction for wrong vocabulary and sentence construction errors whereas other surface features, such as grammatical and mechanical errors were generally highlighted with implicit correction, especially with correction codes. The findings of this study suggest that increasing the use of less-time consuming error treatment methods for rule-governed lexical errors and educating learners to be able to carry out self-correction could reduce the teachers’ burden of written error treatment. Moreover, constant information exchange would allow the teachers to revise, refine and change their ways to deal with errors. Until clear effectiveness of certain patterns of error treatment is proven by further studies, these suggestions could be made in order to maximise the benefits of the teachers’ treatment of written errors.

Guided by Thomas Kuhn's theory about paradigm shift advanced in The Structure of Scientific Revolutions and Mao Tsetung's theory of “the new superseding the old”, this thesis briefly examines the history of translation both in the West and in China and observes three paradigm shifts in each territory. The analyses reveal that paradigm shifts in translation theory occur when the changes in the social, economic, cultural and religious environments lead to significant changes in the practice of translation and that these changes then can no longer be adequately theorised by the old paradigms of translation. This study then critically reviews current literature on globalisation and translation and attributes its lack of depth in theorisation or some of its misleading predictions to certain scholars' inadequate investigation of the phenomenon of globalisation. In order to provide an adequate interpretation, description, explanation and prediction of the impact of globalisation on the theory and practice of translation, I investigate five aspects of globalisation and their respective impact on translation practice and find that globalisation has changed the mainstream of translation practice from canonical translation to professional (i.e., non-canonical) translation. The findings of the research demonstrate that traditional translation theories based on comparative literary study or on linguistics fail to provide an objective and comprehensive theoretical framework for the mainstream practice of translation. Therefore, it is justifiable to posit a paradigm shift in Translation Studies from canonical translation to professional translation so as to meet the demand of and challenges for the translation profession and business under the impact of globalisation. As an initiation towards the establishment of a new paradigm, I posit a “value-driven” theory based on recent developments in researches on the global economy to distinguish between canonical and professional translations. Influenced by theories of the knowledge-driven economy, I further propose to establish a force of translators as knowledge workers to better serve the demand of the global economy and the global community. To follow the principle of empiricism, I use several case studies from the real world of commercial translation to support my “value-driven” theory for Translation Studies. / Subscription resource available via Digital Dissertations only.

Guided by Thomas Kuhn's theory about paradigm shift advanced in The Structure of Scientific Revolutions and Mao Tsetung's theory of “the new superseding the old”, this thesis briefly examines the history of translation both in the West and in China and observes three paradigm shifts in each territory. The analyses reveal that paradigm shifts in translation theory occur when the changes in the social, economic, cultural and religious environments lead to significant changes in the practice of translation and that these changes then can no longer be adequately theorised by the old paradigms of translation. This study then critically reviews current literature on globalisation and translation and attributes its lack of depth in theorisation or some of its misleading predictions to certain scholars' inadequate investigation of the phenomenon of globalisation. In order to provide an adequate interpretation, description, explanation and prediction of the impact of globalisation on the theory and practice of translation, I investigate five aspects of globalisation and their respective impact on translation practice and find that globalisation has changed the mainstream of translation practice from canonical translation to professional (i.e., non-canonical) translation. The findings of the research demonstrate that traditional translation theories based on comparative literary study or on linguistics fail to provide an objective and comprehensive theoretical framework for the mainstream practice of translation. Therefore, it is justifiable to posit a paradigm shift in Translation Studies from canonical translation to professional translation so as to meet the demand of and challenges for the translation profession and business under the impact of globalisation. As an initiation towards the establishment of a new paradigm, I posit a “value-driven” theory based on recent developments in researches on the global economy to distinguish between canonical and professional translations. Influenced by theories of the knowledge-driven economy, I further propose to establish a force of translators as knowledge workers to better serve the demand of the global economy and the global community. To follow the principle of empiricism, I use several case studies from the real world of commercial translation to support my “value-driven” theory for Translation Studies. / Subscription resource available via Digital Dissertations only.

Guided by Thomas Kuhn's theory about paradigm shift advanced in The Structure of Scientific Revolutions and Mao Tsetung's theory of “the new superseding the old”, this thesis briefly examines the history of translation both in the West and in China and observes three paradigm shifts in each territory. The analyses reveal that paradigm shifts in translation theory occur when the changes in the social, economic, cultural and religious environments lead to significant changes in the practice of translation and that these changes then can no longer be adequately theorised by the old paradigms of translation. This study then critically reviews current literature on globalisation and translation and attributes its lack of depth in theorisation or some of its misleading predictions to certain scholars' inadequate investigation of the phenomenon of globalisation. In order to provide an adequate interpretation, description, explanation and prediction of the impact of globalisation on the theory and practice of translation, I investigate five aspects of globalisation and their respective impact on translation practice and find that globalisation has changed the mainstream of translation practice from canonical translation to professional (i.e., non-canonical) translation. The findings of the research demonstrate that traditional translation theories based on comparative literary study or on linguistics fail to provide an objective and comprehensive theoretical framework for the mainstream practice of translation. Therefore, it is justifiable to posit a paradigm shift in Translation Studies from canonical translation to professional translation so as to meet the demand of and challenges for the translation profession and business under the impact of globalisation. As an initiation towards the establishment of a new paradigm, I posit a “value-driven” theory based on recent developments in researches on the global economy to distinguish between canonical and professional translations. Influenced by theories of the knowledge-driven economy, I further propose to establish a force of translators as knowledge workers to better serve the demand of the global economy and the global community. To follow the principle of empiricism, I use several case studies from the real world of commercial translation to support my “value-driven” theory for Translation Studies. / Subscription resource available via Digital Dissertations only.