Learner mistakes Olga Boltneva Marina Belousova The role

Learner mistakes Olga Boltneva Marina Belousova

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

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

l Did your teachers put a strong emphasis on correcting mistakes, or did they make you feel that it was acceptable to make mistakes? l 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 l 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 L 1, mistaken beliefs about the L 2 rules. Ss are not usually able to self-correct errors l NB! L 1 – first language or mother tongue L 2 – 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 L 2 learners make errors Factors in learner errors: Interference Developmental error Mislearning Fossilisation

The nature of typical mistakes l Age groups l Levels l Background l Learning styles l ………. .

Mistake categories l Grammar l Register l Lexis l Pronunciation l Misunderstanding l Spelling l ……. what they hear

Mistake categories l l l Grammar – mixing up tenses Register- using formal language in informal context Lexis – confusion over words with similar meanings Pronunciation – confusing sounds of L 1 & L 2 Misunderstanding what they hear – caused by difficulties in distinguishing sounds, word boundaries in connected speech Spelling – writing words which have similar sounds but are spelt differently

l Making mistakes is a natural part of language learning. l Mistakes play an important role in indicating to teachers the stage learners are at l Mistakes show needs for further teaching or study l 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 L 1 structure, rules or pronunciation with L 2 when they use L 2. This is constantly changing as learners progress in L 2 (By me a dog, I no come) l Mother-tongue interference – Applying the rules of L 1 to L 2 (The news are good) l 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 l

Why do we make mistakes? Translation - Converting from L 1. This cause is very close to Mother-tongue interference category (e. g. using ‘please’ when you give someone something) l Over-generalisation/over-application – assuming a rule applies in all cases and overusing it (How many childs have you got? ) l Tiredness – Feeling tired (e. g. missing out words, using simpler forms). Ss can correct these when prompted l Anxiety – Feeling nervous (e. g. disjointed sentences) l

The dos and don’ts of error correction Do Tell Ss what they got right as Praise is very important for motivation well as what was wrong 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 correction 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 Don’t Correct all learners in the same way Do Create a classroom This helps self-confidence and atmosphere where Ss feel 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 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 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 l feedback tailored to individual needs l Ss assume responsibility CONS l Ss training is required l some Ss may find it not userfriendly

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

Thank you!