>> So let me just very quickly mention a couple of things which I already noticed
in the renditions you have of this text.
Clearly you can reconstruct this text with no problem whatsoever.
But for example, I notice that in the first sentence, it says dictogloss,
the teaching procedure that involves the speed of dictation, blah, blah, blah.
>> But that, when I say "that" if you repeat after me you can say that easily, right?
But some of you wrote "which" some of you wrote "where"
so obviously you were processing information.
You are not remembering the exact words.
You are remembering the meaning of course, but of course the words you used to convey
that meaning changed because you introduced something to the text that made sense to you
but of course wasn't exactly the same.
Now think about this in the context of the students
who don't control the language quite well.
They're gonna come up not only with alternative which are valid, in this case
or at least we can consider them valid at some level of register or use of the language.
But in many cases they're gonna be--
the students are gonna be confronted
with a particular grammatical structures that they control that moment.
They're gonna be confronting their own developmental stage.
And that's gonna show up in those texts and of course at that point you can really look
at that text which is going to be a reflection of what you can do
and you can analyze what's going on and see what mismatches is happening and how to address
that mismatch and figure out that certain things are not exactly what the target is, okay.