Learner mistakesLearner mistakes

Olga BoltnevaOlga Boltneva

Marina BelousovaMarina Belousova

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 don’t 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

1) 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?

Why L2 learners make errors

Factors in learner errors:

Interference

Developmental error

Mislearning

Fossilisation

The nature of typical mistakes

Age groupsLevelsBackgroundLearning styles………..

Mistake categories

GrammarRegisterLexisPronunciationMisunderstanding what they hearSpelling…….

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 (I’ll 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 over-using 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)

The dos and don’ts of error correction

Do Tell Ss what they got right as well as what was wrong

Praise is very important for motivation and developing self-confidence

Don’t 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”

Don’t 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

Don’t

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 don’ts of error correctionDon’t Correct all learners in

the same waySs 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

free to ask for help

This helps self-confidence and encourages Ss to try things out for themselves

Do See errors as useful Ts can learn about their Ss through the kinds of errors they make. Errors can provide feedback on the T’s 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 Wrong word

WO Mistake in word order

SP Spelling mistake

V Verb used wrongly

P Wrong punctuation

X Extra word

? Meaning unclear

T 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!Thank you!