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| Classroom Communication | 1 |
| Interlanguage | 1 |
| Learning Processes | 1 |
| Problem Solving | 1 |
| Second Language Instruction | 1 |
| Second Language Learning | 1 |
| Stress Variables | 1 |
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| Young-Scholten, Martha | 1 |
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| Opinion Papers | 1 |
| Speeches/Meeting Papers | 1 |
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Young-Scholten, Martha – 1986
Explicit classroom correction of the second language learner's errors is unnecessary, because errors are indications of the learner's current hypothesis, which may not necessarily match the target rule, or they may indicate that no hypothesis has yet been formulated by the learner. Explicit correction may be harmful because students can be pushed…
Descriptors: Classroom Communication, Interlanguage, Learning Processes, Problem Solving
