Awareness of how learners' conceptual representations deviate from native-speaker preferences can help teachers decide where to focus classroom attention, promoting conceptual fluency¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Awareness of how learners' conceptual representations deviate from native speaker preferences of use may assist teachers in deciding where to place greater attention in the classroom. → Sáez 2014

Evidence¶

Sáez 2014¶

Sáez, N. (2014). Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. https://eric.ed.gov/?id=EJ1176947

q1 · i? · theoretical · r2

The article states this as an attributed proposal (citing Odlin, 2006) about diagnostic use of conceptual-deviation awareness; no data are presented for it in this piece.

"Awareness of how learners' conceptual representations deviate from native speaker preferences of use may assist teachers in deciding where to place greater attention in the classroom (Odlin, 2006)."

Discussion¶

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