Applied Linguistics and Language Teacher Education by Nat Bartels

COTS AND ARNÓ 69correction exercises, always including some systematization of the grammaticalknowledge that is necessary for the satisfactory resolution of the exercise. She alsomentions her preference for translation exercises, because they are useful for students toshow that they are familiar with grammatical structures and to avoid interference errorsin productive skills.4.2.2. Cognitive and Interactional Processes Used in the Development of the LessonThe extract below, which focuses on one of the items in the error-correction exercise,corresponds to a typical episode in the development of the class activity. This episodeillustrates how the different cognitive and interactional processes are deployed and, thus,how user and analyst types of competence are interrelated through Lisa (the instructor)and her students’ discourse.Class 3 – LisaT: ‘it was a such big breakfast that nobody could finish it’S: ‘such a’T: ‘such a’ yeah? ‘it was such a big breakfast that nobody could finish it’ right ? ‘itwas such a big breakfast that nobody could finish it’ right? could someone rephrase thissentence using ‘so’ instead of ‘such’? say the same thing but instead of ‘such’use ‘so’ honestly you’ll have to change several things xxxxx xxxxx anyone got it?S: ‘it was so big that’_T: ‘the breakfast was so big’ all right? ‘that nobody could finish it’ yeah? [writing onthe blackboard] so we have ‘it was such a good breakfast that etcetera’ andthen we have ‘the breakfast was so big that etcetera’ right? we have ‘such’ before the noun and we have ‘so’ before the adjective all right? ‘such’ plusnoun ‘so’ plus adjective this is_ this is the general rule although there are other casesyeah? take into consideration the main word here is the noun what we have in front ofthe noun is an a_ an adjective and a determiner which is premo_ or which arepremodifying the noun mm? what we have right after ‘so’ is the adjective right? inthis case we have ‘breakfast’ all right? we could have other things yeah? we couldhave uncountable nouns such as ‘it was such good weather’ yeah? in this case[writing on the blackboard] you would say ‘such good weather’ yeah? xxx so xxright? we could have a plural noun such as 1 don’t know [writing on theblackboard] ‘he was such good people’_ all right? ‘that_ etcetera’ yeah? and this xthe noun xx in this case the noun is singular and countable right? ‘it was such a goodbook that I couldn’t stop reading it’ mm? and here we have noun singular countablebut in all cases what we have ‘is such’ plus noun ‘such’ plus noun ‘such’ plusnoun and we have different types of nouns right? instead of ‘a’ we can have ‘an’[writing on the blackboard] such as ‘it was such an interesting’ right? (...)Like Monica, Lisa follows a recurring pattern of cognitive processes for each item. Thispattern involves a brief first stage at the user level and a clearly more extensive secondstage at the analyst level. From the limited participation of the students, almost