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Learner mistakes

The role of error


Outcomes:
distinguishing different types of mistakes:
errors vs. slips
understanding factors in learner errors and
reasons underlying different mistakes
categorising types of mistakes
discussing some of the issues involved in error
correction

MAKING MISTAKES IS A
NATURAL AND POSITIVE
PART OF LEARNING A
SECOND
LANGUAGE

Did

your teachers put a strong emphasis


on correcting mistakes, or did they make
you feel that it was acceptable to make
mistakes?
How did this make you feel in either of
these situations?

Slips vs. Errors

Slips:
Ss know the correct form, and make the slip due to
carelessness, tiredness, distraction, inattentiveness, etc.
Ss can usually correct these kinds of mistakes
themselves
Errors:
Ss make a genuine mistake because dont actually
know the correct form. The error is made due to factors
such as trying to produce something which has not been
fully learnt or learnt incorrectly, interference from L1,
mistaken beliefs about the L2 rules. Ss are not usually
able to self-correct errors

NB! L1 first language or mother tongue


L2 target language or a second or foreign language

Slips vs. Errors


Which one can be considered
developmental, i.e. Ss make mistakes
because their learning of the item is as
yet incomplete?
2) Which type can Ss usually correct by
themselves?
1)

Why L2 learners make errors


Factors in learner errors:
Interference
Developmental error
Mislearning
Fossilisation

The nature of typical mistakes


Age

groups
Levels
Background
Learning styles
..

Mistake categories
Grammar
Register
Lexis
Pronunciation
Misunderstanding
Spelling
.

what they hear

Mistake categories
Grammar

mixing up tenses
Register- using formal language in informal
context
Lexis confusion over words with similar
meanings
Pronunciation confusing sounds of L1 & L2
Misunderstanding what they hear caused by
difficulties in distinguishing sounds, words, word
boundaries in connected speech
Spelling writing words which have similar
sounds but are spelt differently

Making

mistakes is a natural part of


language learning.
Mistakes play an important role in
indicating to teachers the stage learners
are at
Mistakes show needs for further teaching
or study
Mistakes help teachers to advise learners
on what to do to improve

Why do we make mistakes?


Interlanguage

A stage in learning in which Ss


mix elements of L1 structure, rules or
pronunciation with L2 when they use L2. This is
constantly changing as learners progress in L2
(By me a dog, I no come)
Mother-tongue interference Applying the
rules of L1 to L2 (The news are good)
Carelessness Not paying attention (Ill be in a
minute, I am just wearing my coat. (I am just
putting my coat on)
NB! This could be also due to tiredness or
interlanguage

Why do we make mistakes?


Translation

- Converting from L1. This cause is


very close to Mother-tongue interference
category (e.g. using please when you give
someone something)
Over-generalisation/over-application

assuming a rule applies in all cases and overusing it (How many childs have you got?)
Tiredness Feeling tired (e.g. missing out
words, using simpler forms). Ss can correct
these when prompted
Anxiety Feeling nervous (e.g. disjointed
sentences)

Do

The dos and donts of error


correction
Tell Ss what they got right as Praise is very important for motivation
well as what was wrong

and developing self-confidence

Dont

Judge Ss by the errors they


make

Errors are inevitable and integral part


of learning, so there are no point in
deciding that learners are good or
bad

Dont

Correct all mistakes during a


fluency activity

If you do this you will interrupt the flow


of activity. Only correct them if the
error causes miscommunication

Do

Encourage Ss to correct
themselves

This is a good habit the more they


can do this the less dependent on the
teacher they will be and will help them
to analyse and understand better

Dont

Discourage Ss from
correcting each other

Ss can learn a lot from each other. Ss


are often able to explain things to
each other in a way they understand
better then when T explains

The dos and donts of error correction


Dont

Correct all learners in


the same way

Ss may be at different levels, have


different learning styles and work at
different paces. Ts need to consider
when Ss would benefit from correction
and when not

Do

Create a classroom
atmosphere where Ss feel

This helps self-confidence and


encourages Ss to try things out for
themselves

free to ask for help

Do

See errors as useful

Ts can learn about their Ss through


the kinds of errors they make. Errors
can provide feedback on the Ts work,
and may help her to plan or adjust
activities in future lessons

Do

Anticipate the errors that


might occur when
planning a lesson

A good T tries to predict the types of


errors a particular activity may throw
up and then work out strategies for
dealing with them. (e.g. pre-teaching
the vocabulary)

Correction codes
WW
WO
SP
V
P
X
?
T

Correction codes
WW
WO
SP
V
P
X
?
T

Wrong word
Mistake in word order
Spelling mistake
Verb used wrongly
Wrong punctuation
Extra word
Meaning unclear
Wrong tense
Something missing

Correction codes
PROS
feedback tailored to
individual needs
Ss assume
responsibility

CONS
Ss training is
required
some Ss may find it
not user-friendly

Reflection
How

important is accuracy?
Is it always necessary to correct
learners mistakes?
What effect can correction have on
motivation?

Thank you!

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