Second edition

_:TlCX .practice task 11:. (See'page245 for answers} .. ..
For questions 1-5, match the teachers’ comments with the types of mistake they are talking about listed A- F.
There is one extra option which you do not need to use.


Types of mistake


A lexical slip
В lexical interference error C pronunciation slip D grammatical slip E lexical developmental error F fossilised grammatical error


Teachers’ comments

1. 
   A good student of mine said, The clouds were sick and it was raining a lot but he quickly corrected himself and said ‘thick’.
   
2. 
   I have several students in my top class who still say things like is very nice; he do;
   

1. 
   am doctor, i just don’t know what to do about it.
   

3. 
   At the beginning, all my students used terms like nice or good, for anything positive, then they gradually started to use language more precisely.
   
4. 
   During his presentation this morning, my best student was so nervous that he said My mother; she is coming to visit me.
   
5. 
   Nearly all the students in that class who share the same language say brothers when they mean brothers and sisters. I don’t know why.
   

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	Li learning	L2 learning (in the classroom)
Age	* Learning starts when the learner is a baby, continues through the early years of childhood, and lasts into adolescence for some kinds of language and language skills, e.g. academic writing {writing for school or university).	a Usually starts in primary school and/ or secondary school. It may also start or continue in adulthood.
	* Babies learn language at the same time as their cognitive skills (the mental processes involved in thinking, understanding or learning) develop.	* Primary learners are still developing many of their cognitive skills, « Secondary school learners have already developed many of their cognitive skills by the time they start learning a foreign language. Their attitudes towards learning and learning the foreign language may or may not be mature (fully developed). ® Adult learners have fully developed cognitive skills. They are likely to show maturity in their attitudes to language learning.
	з Learners are motivated to learn language as they need to communicate.	® Adult and some secondary learners may already have expectations (beliefs that something will or should happen) about how languages should be learnt, may have past experience of learning a foreign language, and may or may not be fully motivated to learn the language.

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