Error Analysis in Language Teaching
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Questions and Answers

What are the two main categories of errors discussed in the text?

Errors and mistakes

This input addresses both the ______ approach to error and the ______ approach to error.

learner's

Which of these questions is addressed in the text?

  • How can we create a classroom environment where students feel comfortable making mistakes?
  • What is the impact of error correction on student pronunciation accuracy?
  • Is it always necessary to correct every error a student makes? (correct)
  • How can we motivate students to make more errors?

Match the following terms with their corresponding definitions as presented in the text:

<p>Errors = Systematic inaccuracies in language production resulting from incomplete learning Mistakes = Random or careless deviations from intended language production Correction = Teacher intervention aimed at addressing learner errors</p> Signup and view all the answers

What is the main idea discussed in the Introduction?

<p>The Introduction highlights that both learners and teachers have attitudes and approaches towards errors, and these can influence the learning experience.</p> Signup and view all the answers

The text emphasizes the importance of understanding the learner’s ______ and ______ in dealing with errors.

<p>approach</p> Signup and view all the answers

When might a teacher adopt a higher corrective stance during an activity?

<p>During accuracy activities, when the focus is on correct language form (C)</p> Signup and view all the answers

Selective correction means that teachers should correct all errors made by learners.

<p>False (B)</p> Signup and view all the answers

What are two key considerations when deciding whether to correct a learner's error?

<p>The type of error (pre-systematic or post-systematic) and the nature of the activity (controlled or free)</p> Signup and view all the answers

During a ______ activity, a teacher might only intervene if learners are unable to communicate their message.

<p>fluency</p> Signup and view all the answers

Match the corrective stance to the corresponding activity type:

<p>Accuracy = Higher corrective stance Fluency = Generally non-corrective stance Semi-controlled = Selective correction emphasis on specific language areas</p> Signup and view all the answers

Which of the following is NOT a technique for providing immediate feedback on spoken errors?

<p>Providing written feedback on the board after the activity (B)</p> Signup and view all the answers

Peer correction can be a valuable tool for building a supportive learning environment.

<p>True (A)</p> Signup and view all the answers

What is a potential drawback of relying solely on the teacher for correction?

<p>Learners might become too dependent on the teacher and not develop their own error-correction skills.</p> Signup and view all the answers

A learner is more likely to be able to self-correct ______ errors, as they already have some understanding of the correct form.

<p>post-systematic</p> Signup and view all the answers

What is a potential challenge with peer correction?

<p>All of the above (D)</p> Signup and view all the answers

Correction activities should be limited to spoken errors.

<p>False (B)</p> Signup and view all the answers

Why is it beneficial to categorize errors into areas like pronunciation, grammar, or vocabulary?

<p>Categorization helps learners focus on specific areas and avoid guessing during correction activities.</p> Signup and view all the answers

When learners analyze and correct their own errors, they are developing their ______ competence.

<p>linguistic</p> Signup and view all the answers

Match the correction technique with its description:

<p>Questioning facial expressions = Non-verbal signal of an error Verbal prompts = Identifying the type of error Reformulation = Rephrasing the error correctly Echoing = Repeating the error with a questioning intonation</p> Signup and view all the answers

What is a potential consequence of not allocating time for dealing with errors during lessons?

<p>Running out of time (B)</p> Signup and view all the answers

Teachers should always correct errors immediately in all types of classroom activities.

<p>False (B)</p> Signup and view all the answers

Name one approach to dealing with errors that involves the students themselves in the correction process.

<p>Self or peer correction</p> Signup and view all the answers

Errors that may sound unnatural but do not cause a breakdown in communication are referred to as ______ errors.

<p>local</p> Signup and view all the answers

Match the type of error to its description:

<p>Global errors = Errors that impede communication Local errors = Errors that do not significantly affect clarity Persistent errors = Errors commonly made by the same learner Fluency tasks = Activities focused on communication rather than accuracy</p> Signup and view all the answers

According to the approach discussed, what should teachers consider when deciding how to address errors?

<p>The students' attitudes and learning goals (B)</p> Signup and view all the answers

Reformulation focuses only on correcting grammatical errors.

<p>False (B)</p> Signup and view all the answers

What is an important factor in prioritizing which errors to address in class?

<p>The extent to which the error impedes communication</p> Signup and view all the answers

A conscious and selective approach to error correction is necessary to avoid ______ students.

<p>demoralizing</p> Signup and view all the answers

Match the following error handling strategies with their purposes:

<p>Self-correction = Encourages learner autonomy Peer correction = Fosters collaborative learning Diagnostic work = Identifies key areas for focus Reformulation = Enhances language style</p> Signup and view all the answers

What type of error occurs after a learner has been explicitly exposed to the rule?

<p>Post-systematic error (A)</p> Signup and view all the answers

What should teachers discuss with their students regarding errors?

<p>Which errors they feel should be addressed in the classroom (B)</p> Signup and view all the answers

It is beneficial to group all errors together and deal with them at one time.

<p>False (B)</p> Signup and view all the answers

Self-correction is often less memorable than peer correction.

<p>False (B)</p> Signup and view all the answers

What is meant by 'emergent language' in the context of teaching?

<p>Dealing with salient elements of learners' output.</p> Signup and view all the answers

What might a teacher consider when choosing to correct errors during fluency tasks?

<p>Whether immediate correction helps the student to self-correct later</p> Signup and view all the answers

The _____ code helps categorize errors for self or peer correction.

<p>correction</p> Signup and view all the answers

Errors that are common among a group of students can indicate that they are ready for the introduction of ______ language items.

<p>new</p> Signup and view all the answers

Match the correction technique with its advantage:

<p>Gesture from teacher = Encourages self-correction Echoing by teacher = Highlights errors Grammar Auction = Fun way to see errors on paper Correction cards = Personalized feedback</p> Signup and view all the answers

What is a global error?

<p>An error that complicates understanding. (D)</p> Signup and view all the answers

Peer correction can encourage a supportive learning environment.

<p>True (A)</p> Signup and view all the answers

What does echoing as a correction technique involve?

<p>Highlighting the fact that an error has been made.</p> Signup and view all the answers

A _____ error occurs before the learner has been exposed to a specific language rule.

<p>pre-systematic</p> Signup and view all the answers

Match the types of errors with their definitions:

<p>Mistake/slip = Caused by lack of attention Global error = Interferes with comprehension Post-systematic error = After exposure to the language rule Pre-systematic error = Before exposure to the language rule</p> Signup and view all the answers

Which technique gives immediate results but may be intrusive?

<p>On the spot correction by teacher (C)</p> Signup and view all the answers

Correction cards allow for immediate feedback on errors.

<p>False (B)</p> Signup and view all the answers

What is the purpose of categorizing mistakes for students?

<p>To help them attempt self or peer correction effectively.</p> Signup and view all the answers

The correction symbol ‘P’ stands for _____ or capitalization.

<p>punctuation</p> Signup and view all the answers

What does the structure 'I’ll + infinitive' express?

<p>Spontaneous intention (B)</p> Signup and view all the answers

Learners only face confidence during the learning process.

<p>False (B)</p> Signup and view all the answers

What is the difference between errors and mistakes in language learning?

<p>Errors are systematic issues that underscore a lack of internalization, while mistakes are slips made after the language has been attended to.</p> Signup and view all the answers

J's error 'A man and a little boy _____ watching him' should be corrected to use the plural form.

<p>were</p> Signup and view all the answers

Match each error type with its description:

<p>L1 Transfer = Translation mistakes due to the influence of the first language False Analogy = Making incorrect comparisons between language items Overgeneralisation = Applying language rules too broadly</p> Signup and view all the answers

Why might J's sentence 'The big of them contained a snake' be problematic?

<p>It improperly uses the comparative form. (D)</p> Signup and view all the answers

Native speakers never make language slips.

<p>False (B)</p> Signup and view all the answers

What does 'post-systematic' mean in the context of language learning?

<p>It refers to a stage where learners feel confident in what they have learned before moving on to new material.</p> Signup and view all the answers

The term '_____ analogy' refers to when a learner makes an untrue comparison in language.

<p>False</p> Signup and view all the answers

Match each incorrect form with the likely correct form:

<p>The basket contain a big snake = The basket contained a big snake went in the traffic = went into the traffic A man and a little boy was watching = A man and a little boy were watching</p> Signup and view all the answers

What might cause a student to slip in their language use?

<p>Fatigue or stress during communication (C)</p> Signup and view all the answers

Overgeneralisation occurs when learners apply rules too narrowly.

<p>False (B)</p> Signup and view all the answers

What is an example of an erroneous form that demonstrates a learner's difficulty with the past simple?

<p>The basket contain a big snake.</p> Signup and view all the answers

The distinction between _____ and slips is important for understanding when to correct language use.

<p>errors</p> Signup and view all the answers

What is a common consequence of identifying a learner's errors?

<p>It helps in prioritizing their learning needs (C)</p> Signup and view all the answers

J's error in language use signifies a complete misunderstanding of language rules.

<p>False (B)</p> Signup and view all the answers

Which methodological approach considered mistakes as 'bad'?

<p>Audio-Lingualism (C)</p> Signup and view all the answers

Error correction is always beneficial for language acquisition.

<p>False (B)</p> Signup and view all the answers

What does CA stand for in the context of language learning?

<p>Contrastive Analysis</p> Signup and view all the answers

Which of the following is NOT a reason for learners producing non-standard forms?

<p>Memorization of phrases (A)</p> Signup and view all the answers

According to Krashen, correction during ________ focus is limited in effect.

<p>fluency</p> Signup and view all the answers

Over-correction could lead to shorter student utterances.

<p>True (A)</p> Signup and view all the answers

Match the following concepts with their descriptions:

<p>Behaviorism = View errors as bad habits Cognitive Approach = Errors indicate learning is taking place Contrastive Analysis = Comparison of two linguistic systems Communicative Approach = Focus on successful communication</p> Signup and view all the answers

What should be encouraged to help learners view errors positively?

<p>Seeing errors as an essential part of the learning process.</p> Signup and view all the answers

What did C.C. Fries emphasize regarding teaching materials?

<p>They should use a scientific description of the languages (B)</p> Signup and view all the answers

Which type of error occurs when a learner is unaware of any rule or is confused about the rule?

<p>Pre-systematic error (A)</p> Signup and view all the answers

The reaction to teachers' views on correction often depends on _______.

<p>the context</p> Signup and view all the answers

Structural linguists believed that minor errors do not require attention.

<p>True (A)</p> Signup and view all the answers

All errors made by learners stem from their mother tongue.

<p>False (B)</p> Signup and view all the answers

What phenomenon occurs when a learner incorrectly applies a newly learned rule?

<p>Overgeneralization</p> Signup and view all the answers

What is the primary difference between an error and a mistake in language use?

<p>An error indicates a gap in knowledge, while a mistake is a performance error where the learner knows the rule but fails to apply it.</p> Signup and view all the answers

Match the error categories to their descriptions:

<p>Grammatical = Errors in the structure of sentences Lexical = Errors related to word choice Phonological = Errors in pronunciation Discourse = Errors in the structure of spoken or written communication</p> Signup and view all the answers

What is a common effect of teachers using a non-reflective approach to error correction?

<p>Students may withdraw from classroom interaction. (A)</p> Signup and view all the answers

The learner's ____________ can affect their attitude towards error and correction in language learning.

<p>attitudes</p> Signup and view all the answers

Errors can be seen as evidence that _____ is taking place.

<p>learning</p> Signup and view all the answers

Match the type of error with their description:

<p>Pre-systematic error = Learner is ignorant of the rule Post-systematic error = Learner applies a rule incorrectly Systematic error = Errors follow a definite pattern Performance error = Learner knows the rule but fails to apply it accurately</p> Signup and view all the answers

Match the following theorists with their contributions:

<p>Krashen = Critique of error correction during fluency Chomsky = Rejection of behavioristic methods C.C. Fries = Development of Contrastive Analysis Skinner = Behaviorism and habit formation</p> Signup and view all the answers

Teachers are encouraged to strictly correct every error made by students.

<p>False (B)</p> Signup and view all the answers

Which approach to language learning primarily emphasized avoiding errors?

<p>Behaviourist approach (D)</p> Signup and view all the answers

What may hinder students' willingness to communicate outside the classroom?

<p>Over-correction</p> Signup and view all the answers

Which of the following did Krashen suggest about error correction?

<p>It should be eliminated during communicative activities (C)</p> Signup and view all the answers

Errors are typically corrected immediately in a communicative approach.

<p>False (B)</p> Signup and view all the answers

Learners may overuse a language item due to _______ focus on that particular piece of language.

<p>overlearning</p> Signup and view all the answers

Pit-Corder's scheme identified four types of errors at first.

<p>False (B)</p> Signup and view all the answers

What is the primary aim of a communicative approach?

<p>Successful negotiation of communication</p> Signup and view all the answers

How many types of errors did Pit-Corder classify ultimately?

<p>Two (pre-systematic and post-systematic errors)</p> Signup and view all the answers

Match the following teacher approaches to their descriptions:

<p>Correcting at all stages = Suiting accuracy-focused students Avoiding interruptions = Prioritizing flow over control Flexible correction = Adjusting based on mood</p> Signup and view all the answers

A _____________ is a natural part of learning a new item and can show the teacher where to focus remedial work.

<p>post-systematic error</p> Signup and view all the answers

Which error category relates to mistakes in word usage?

<p>Lexical (A)</p> Signup and view all the answers

Structural linguists created the field of ________ analysis.

<p>contrastive</p> Signup and view all the answers

What does the term 'performance error' refer to?

<p>Having cognitive knowledge but failing to use it correctly (D)</p> Signup and view all the answers

Students often prefer a strict correction policy from teachers.

<p>True (A)</p> Signup and view all the answers

What is one outcome of viewing errors as a natural part of learning?

<p>Greater awareness and reflection by learners (B)</p> Signup and view all the answers

Pre-systematic errors are often random guesses without any system.

<p>True (A)</p> Signup and view all the answers

What might provide more opportunities for learners to notice language features?

<p>Increased language production</p> Signup and view all the answers

According to previous thought, mistakes had no educational value.

<p>True (A)</p> Signup and view all the answers

If students are unaware of a particular error, saving correction until later might reduce its _______.

<p>impact</p> Signup and view all the answers

What effect can tiredness or pressure have on a learner's performance in language use?

<p>It can lead to post-systematic errors.</p> Signup and view all the answers

Which type of error occurs when a learner applies a discovered rule incorrectly?

<p>Systematic error (C)</p> Signup and view all the answers

Which statement best represents a non-reflective approach to correction?

<p>I correct every mistake immediately, regardless of context. (C)</p> Signup and view all the answers

Errors can provide evidence of a cognitive process and indicate a need for further _____________.

<p>practice</p> Signup and view all the answers

Flashcards

Error in Language Learning

Errors are inevitable in language learning, and teachers and learners have different views on how to handle them.

Traditional Approach to Error

Traditional approaches focused on accuracy, strictly correcting errors to ensure correct language use.

Modern Approach to Error

Modern approaches emphasis fluency and natural communication, viewing errors as opportunities for growth and learning.

Systematic Error

Errors caused by a lack of knowledge or misunderstanding of language rules, such as using the wrong tense.

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Random Error

Errors caused by slips of the tongue, tiredness, or carelessness, not reflecting a lack of understanding.

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Prioritizing Error Correction

Teachers must choose when and how to address errors, considering the learner's level and learning style.

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Learner-Centered Error Correction

Teachers use various techniques to guide learners in correcting their own errors, promoting autonomy and self-reflection.

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Teacher-Centered Error Correction

Teachers can use direct correction, recasts, prompts, or other strategies to address errors during communication.

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Audio-Lingualism

A methodological approach in language teaching that emphasizes forming good language habits through repetition and drills.

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Contrastive Analysis (CA)

A linguistic theory that analyzes the differences between the learner's native language and the target language to predict and explain learning difficulties.

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Overgeneralization

The process of transferring a learned rule to new situations, often leading to errors in language use.

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Cognitive Approach to Error

An approach to language learning that emphasizes cognitive processes, acknowledging that errors are natural and provide insights into the learner's understanding.

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Learning vs. Acquisition

The difference between conscious learning of language rules and subconscious acquisition of language through natural exposure and interaction.

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Krashen's 'Natural Order' of Language Acquisition

The theoretical belief that language learning occurs naturally and in a predictable order, with some errors being unavoidable at certain stages.

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Communicative Approach to Error

The idea that effective language learning takes place through meaningful communication, where errors are only addressed if they hinder communication.

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Strong Communicative Approach

A theory that suggests that language learning happens most effectively during authentic interactions with a communicative purpose.

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Error Correction

The process of identifying and correcting errors, which can be addressed in various ways depending on the teaching approach and context.

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Communication-Based Error Correction

An approach to error correction where only errors that significantly impede communication are addressed.

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Communication Breakdown

A situation in which the learner's attempt at communication is unsuccessful due to a linguistic error.

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Error as Evidence of Learning

The importance of teachers and learners recognizing that errors are essential for language development.

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Error Avoidance

The tendency of learners to avoid using challenging language structures due to fear of making mistakes.

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Pre-systematic Error

Errors that occur when a learner does not yet know the correct rule or form.

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Post-systematic Error

Errors that occur when a learner applies a rule incorrectly, even though they have some knowledge of it.

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Interlanguage

A learner's internal system of language rules, which evolves as they learn.

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Performance Error

The type of error that occurs when a learner knows the correct rule but makes a mistake due to factors like fatigue or distraction.

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Competence Error

The type of error that reflects a lack of knowledge or understanding of a rule.

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Behaviourist Theory

A theory that emphasizes the environment and reinforcement in language learning. This theory views errors as undesirable and focuses on avoiding them.

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Cognitive Theory

An approach to language learning that focuses on the learner's cognitive processes and how they actively construct their understanding of the language.

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Contrastive Analysis

The study of comparing and contrasting the grammatical structures of two languages to explain why learners make errors.

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Pit-Corder's Error Classification

A system for classifying errors based on the learner's understanding of the language rules. This classification aims to help teachers understand the source of errors and provide targeted instruction.

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Rule Development

The act of adjusting and refining language rules as learners progress in their understanding.

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Error as Learning Opportunity

The concept that errors are opportunities for learning and should not be seen as failures.

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Adventurous Language Use

The ability to take risks and experiment with language, even if it means making mistakes.

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Communicative Pressure

The pressure learners feel to effectively communicate, even if it means sacrificing grammatical accuracy.

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Mistake/Slip

Mistakes happen when someone knows the correct language rule but makes a slip-up due to fatigue, distraction, or other factors.

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Error (Pre-systematic)

A mistake made by a language learner because they have not yet fully grasped the correct language rule.

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L1 Transfer

When a language learner transfers a feature from their first language into their second language.

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False Analogy

When a learner applies a language pattern incorrectly because they incorrectly see a similarity between two language items.

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Error Analysis

An error used to assess which language skills are most important for students to focus on.

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Error Treatment

The process of identifying and correcting language errors.

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Direct and Indirect Error Correction

Teachers sometimes correct errors directly while other times they use prompts or recasts to guide learners.

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Errors are Inevitable

Errors are a natural part of learning and it's important not to discourage learners when they make mistakes.

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Fluency Focus on Errors

Focus on promoting fluency and natural communication, viewing errors as opportunities for growth.

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Overlearning

Learners overusing a language item due to recent exposure or its absence in their native language.

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Ignorance

Learners making mistakes because they simply don't know the language item.

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Incomplete Learning

Learners only knowing part of a language rule, leading to incomplete applications.

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Performance Mistakes

Errors that occur due to factors like tiredness, hunger, or teacher incompetence.

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Grammatical Errors

Errors related to the structure of a sentence.

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Lexical Errors

Errors related to word choice.

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Phonological Errors

Errors related to pronunciation.

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Discourse Errors

Errors related to the flow and coherence of communication.

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Draconian Emphasis on Accuracy

A harsh approach to error correction, focusing solely on accuracy, potentially undermining creativity.

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Over-correction's Impact

Excessive correction may lead to hesitant language production, limited attempts, and reluctance to participate.

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Learners' Expectation of Error Treatment

A student's expectation of error correction based on past experiences.

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Communicating Error Correction Policy

Openly discussing error correction policy with learners promotes understanding and encourages independent learning.

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Acceptance of Error

Accepting errors as a natural part of learning, encouraging learners to experiment and grow.

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Contextual Error Correction

Teachers should consider the context and purpose of an activity when deciding on how to address errors.

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Teacher-Student Perception Gap

Students' perception of correction may differ from teachers' intentions; open discussion is key.

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Accuracy Focus

The focus is on using language correctly, paying attention to grammar, pronunciation, and vocabulary.

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Fluency Focus

The focus is on communicating effectively, even if there are slight errors.

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Selective Error Correction

Teachers choose which errors to address based on the learning objective.

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Global Error

Errors that affect the overall meaning of a sentence or utterance.

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Local Error

Errors that affect a single word or phrase, but don't change the overall meaning.

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Frequent Error

Errors that are common among a group of learners.

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Infrequent Error

Errors that occur rarely and are not typically a concern.

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Controlled Activity

Activities with pre-determined language items or structures that learners need to practice.

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Free Activity

Activities where learners have more freedom to use language creatively and spontaneously.

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Self-Correction

The ability of learners to correct their own mistakes.

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Peer Correction

When learners correct each other's mistakes.

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On-the-Spot Correction

Giving immediate feedback directly to the learner about an error.

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Delayed Correction

Delaying correction and addressing recurring errors later in a more focused way.

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Conscious Error Policy

Teachers should consciously decide how to approach errors, creating a consistent correction policy instead of a random, unplanned approach.

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Understanding Error-Dealing Choices

Understanding why we deal with errors in a certain way, considering elements like student attitudes, lesson goals, and the language area being taught.

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Correction Approach

Focusing on correcting minor language errors like using the wrong tense or article.

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Reformulation Approach

Focusing on rephrasing or restructuring student language to improve fluency and style, even if grammatically correct.

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Prioritizing Errors

Considering the importance of an error based on how much it hinders communication, its annoyance level for the listener, the learner's language level, and the specific lesson focus.

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Group-Wide Errors

Errors that are common among a whole group of learners, indicating a need for further teaching on that particular concept.

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Individual Errors

Errors that are made occasionally by individual students due to carelessness or a momentary lapse in attention.

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Learner-Centered Correction

The practice of teachers providing feedback and guidance for students to correct their own mistakes, promoting self-reflection and learner autonomy.

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Teacher-Centered Correction

The practice of teachers actively correcting student errors, providing clear feedback directly.

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Recasts

A technique where teachers provide correction, but instead of directly stating the mistake, they use a rephrased version of the student's language, implying the correct form.

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Prompts

A technique where teachers provide a prompt or question to guide students towards correcting their own mistakes, encouraging self-correction.

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Diagnostic Work

Using error analysis to identify language areas that need more attention in the teaching program.

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Correction Code

This type of feedback on written errors uses symbols and codes to highlight the mistakes.

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Teacher Correction

The teacher directly corrects the learner's error by giving the correct form.

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Echoing

The teacher repeats the learner's sentence correctly, showing the error.

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Reformulation

The teacher rephrases the learner's sentence, using a more accurate and natural way of saying it.

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Grammar Auction

This approach highlights errors by making learners think about them and try to correct them.

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Correction Cards

The teacher focuses on individual errors, provides written feedback, and asks learners to reflect.

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Whiteboard/OHT

This technique uses a large visual aid like a whiteboard to display errors and encourage learners to focus on them.

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Gesture Correction

This approach uses visual cues or nonverbal signals to gently point out errors.

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Study Notes

Error Analysis and Correction

  • Error analysis and correction is a crucial aspect of language teaching, examining learner attitudes towards errors, causes of errors, types of errors, and teacher responses.
  • Different language teaching approaches have varying perspectives on errors.
  • Early approaches (behaviourism, audio-lingualism) viewed errors negatively, as deviations from established habits.

Historical Views of Error in ELT

  • Behaviouristic methods saw errors as detrimental, leading to bad habits.
  • Contrastive Analysis (CA) identified errors stemming from language transfer (first language interference).
  • CA compared target language and learner's first language to pinpoint problem areas.
  • Cognitive approaches (post-1960s), influenced by Chomsky, recognized errors as evidence of learning and part of the natural process.
  • Krashen argued that direct correction during communicative activities disrupts the focus on meaning.
  • Strong communicative approaches prioritize communication over grammatical accuracy, correcting only when communication breaks down.

Why do Language Learners Make Errors?

  • Behaviourist/Contrastive Analysis viewed errors as preventable through restricted language use.
  • Cognitive approach sees errors stemming from learner's lack of knowledge of correct forms (competence-based errors).
  • Mistakes are performance errors (learner knows the rule but produces it incorrectly).

Errors and Mistakes

  • Errors occur before a rule is fully understood.
  • Mistakes are performance errors (knowing but producing incorrectly).
  • Errors are contrasted with slips (faulty language samples).

Categorising Errors

  • L1 transfer: Translation mistakes

  • False analogy: Learners incorrectly compare language items.

  • Overgeneralization: Applying language rules too broadly.

  • Overlearning: Overuse of recently taught language aspects.

  • Ignorance: Lack of knowledge of the language items.

  • Incomplete learning: Incomplete mastery of language rules.

  • Errors can also be categorized according to the language system affected (grammar, vocabulary, pronunciation, discourse).

Dealing with Error

Learner's Approach to Error

  • Learners' attitudes towards error often stem from previous learning experiences. Some learners expect all errors to be corrected.
  • Discuss correction policy with learners to address their expectations and promote understanding.

Teacher's Approach to Error

  • Correction strategies vary: some prefer immediate correction, others follow a delayed approach.
  • Consider learner mood and goals when correcting.
  • Focus on specific, recurrent errors, aligning with activity aims (accuracy or fluency).

Prioritising Errors for Treatment

  • Prioritization hinges upon:
  • Impact on communication (global vs. local).
  • Level of learner (overgeneralization vs. slip).
  • Activity focus (accuracy or fluency).
  • Frequency of error (recurrent or infrequent).

Who corrects?

  • Teachers aren't the sole correctors.
  • Learners can self-correct if aware of errors.
  • Peer correction fosters a supportive learning environment.

Correction Activities

  • Spoken errors: Questioning, gestures, reformulation, echoing (consider when to intervene).
  • Written errors: Correction codes, peer/self correction.

Evaluating Your Approach

  • Reflect on learner satisfaction, recognition of correction, and teacher comfort.
  • Employ a range of correction techniques, recognizing that correction is a form of input.

Studying That Suits You

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Description

Explore the evolution of error analysis and correction in language teaching. This quiz delves into historical perspectives, contrasting different methodologies, and the impact of errors on language learning. Understand how attitudes towards errors have changed from negative perceptions to viewing them as part of the learning process.

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