阿摩線上測驗
1. Which of the following statements about student mistakes is NOT true?
(A) Slips are mistakes which students can correct themselves.
(B) Errors are mistakes which students can’t correct themselves.
(C) Attempts are mistakes that students make when they try to say something but do not yet know how to say it.
(D) Mistakes corrected on the spot can motivate learners to use the language for communication.
統計： A(10), B(24), C(20), D(79), E(0) #840869
詳解 (共 3 筆)
On the spot can be dangerous to your students’ confidence. Do so with caution and not too often, and choose an appropriate technique that doesn’t slow down the pace too much. Be careful not to ‘jump’ on one student for making a mistake.
Echo the Error: Quick and easy, be an echo to your student’s error.
Ask for Repetition: Just say “please repeat” or “please say that again”.
Repeat up to the Error: Echo up to the error; let it hang for students to finish...
Ask a Question: Highlight student’s error by asking a question that will expose the error.
Provide Options: Without stopping the flow of the lesson, write options on the board.
Gestures: Especially useful with phrasal verb and preposition mistakes.
Write on the Whiteboard, Underline: The standard whiteboard technique. Highlight the error with an underline
According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.[7]
Information-gap activity, which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer.
Reasoning gap Reasoning-gap activity, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher’s timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.
Opinion gap Opinion-gap activity, which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion; another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.[7]
這題是關於學生犯錯類型的判斷題，題目問的是：
Which of the following statements about student mistakes is NOT true?
（下列哪一個關於學生錯誤的敘述不正確？）
各選項解析如下：
(A) Slips are mistakes which students can correct themselves.
→ 正確。這類錯誤稱為「slips（口誤／筆誤）」，學生其實知道正確的形式，只是一時失誤，通常能自己改正。
(B) Errors are mistakes which students can’t correct themselves.
→ 正確。這是語言學習中常說的「errors」，通常是因為學生還沒有學會正確語法或規則，自己無法察覺或修正。
(C) Attempts are mistakes that students make when they try to say something but do not yet know how to say it.
→ 正確。這是在學生試圖表達還不會的語言結構時所犯的錯誤，這類錯誤是語言學習中常見的自然現象。
(D) Mistakes corrected on the spot can motivate learners to use the language for communication.
→ 不正確。雖然當場糾正錯誤有時有幫助，但也可能會讓學生感到壓力、尷尬，甚至降低他們使用語言的動機。因此這句話過於簡化，不是普遍成立的真理，所以是錯誤敘述。
正確答案：(D)
這是唯一「不正確」的陳述，因此是正確的選項。
Slip
Error
Attempt
小提醒：
• Slips 屬於「表現錯誤（performance mistake）」，通常不影響語言能力判斷。
• Errors 和 Attempts 屬於「能力錯誤（competence error）」，需透過教學加強。
• 教師應依錯誤類型，調整糾正策略，避免扼殺學生語言冒險的勇氣。