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>> So let me just very quickly mention a
couple of things which I already noticed

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in the renditions you have of this text.

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Clearly you can reconstruct this
text with no problem whatsoever.

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But for example, I notice that in the
first sentence, it says dictogloss,

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the teaching procedure that involves the
speed of dictation, blah, blah, blah.

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>> But that, when I say "that" if you repeat
after me you can say that easily, right?

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But some of you wrote "which"
some of you wrote "where"

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so obviously you were processing information.

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You are not remembering the exact words.

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You are remembering the meaning of course,
but of course the words you used to convey

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that meaning changed because you introduced
something to the text that made sense to you

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but of course wasn't exactly the same.

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Now think about this in the
context of the students

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who don't control the language quite well.

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They're gonna come up not only with
alternative which are valid, in this case

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or at least we can consider them valid at
some level of register or use of the language.

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But in many cases they're gonna be--

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the students are gonna be confronted

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with a particular grammatical
structures that they control that moment.

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They're gonna be confronting
their own developmental stage.

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And that's gonna show up in those texts and
of course at that point you can really look

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at that text which is going to be
a reflection of what you can do

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and you can analyze what's going on and see
what mismatches is happening and how to address

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that mismatch and figure out that certain
things are not exactly what the target is, okay.