Module seven error correction
- 1. Error Analysis References: Douglas Brown, Principles of language learning and teaching.
- 2. SOME MISTAKES CONCEPTS LEARNING IS A PROCESS THAT INVOLVES THE MAKING OF MISTAKES FIRST MISTAKES OF A LEARNING PROCESS ARE BIG ONES, GRADUALLY DISAPPEAR AS YOU LEARN FROM MAKING THOSE MISTAKES. SUCESS COMES BY PROFITING FROM MISTAKES , BY USING THEM TO OBTAIN FEEDBACK FROM THE ENVIRONMENT
- 3. ARE THEY USEFULL? Mistakes provide information and evidence about: How language is learnt. What strategies or procedures the learner is employing. What strength and weakness learners have. For these reasons mistakvs need to be analyzed carefully.
- 4. MISTAKES AND ERRORS Mistakes refers to a performance error that is either a random guess or a Errors are the «slip». They are the result of one‟s result of some systematic imperfection in the competence(the process of learner‟s system is producing speech. incorrect).
- 5. ERROR ANALYSIS It is the examination of errors attributable to all possible sources: Interlingual errors of interference form the native language. Intralingual errors within the target language. The sociolinguistic context of communication. Psycholinguistic or cognitive strategies.
- 6. ERRORS IN ERROR ANALYSIS Teacher can become Strategy of Avoidance so preoccupied with noticing errors that: A student who for somv reason avoids a particular sound, The correct utterances in the L2 word, structure; may be go unnoticed. assumed incorrectly to have no difficulty. We must beware of placing Error analysis can keep us equal attention of the learner‟s focused on specific languages progress and development. rather than universal aspects of language.
- 7. IDENTIFYING AND DESCRIBING ERRORS Variation or instability of learner‟s system. • Are • Are grammatically Overtly erroneous utterances Covertly erroneous utterances • Repeated unquestiona well formed at observation of ble the sentence a learner will ungrammati level but are not often reveal cal at the interpretable apparently sentence within the unpredictable level. context of or even communication. contradictory • «I‟m fine, thank data • «does john can sing?» you»
- 8. CATEGORIZING ERRORS Errorsof addition, omission, subtitution and ordering. Phonology or orthography errors. Global errors and local errors. Domain errors and extent errors.
- 9. ERRORS •GLOBALERRORS MESSAGE IS NO CLEAR FOE THE HEARER. •LOCAL ERRORS THE HEARER O READER CAN GUESS THE MESSAGE.
- 10. LENNON DIMENSIONS OF ERROR DOMAIN EXTENT
- 11. SOURCES OF ERROR INTERLINGUAL TRANSFER INTRALINGUAL TRANSFER
- 12. CONTEXT OF LEARNING Context refers , for example, to the classroom with its teacher and its materials in the case of school learning or in a social situation in the case of untutored second language learning.
- 13. Classroom context Teacher textbook Can lead the student to make faulty hypotheses about the language Richards (1971) called “false concepts‟‟ Stenson (1974) induced “errors „‟ Students often make errors: • Misleading explanation from the teacher. • Faulty presentation of a structure or word in a textbook. • Teacher may provide incorrect information. (misleading definition, word, grammatical generalization) • A pattern that was memorized improperly.
- 14. STAGES OF LEARNERS LANGUAGE DEVELOPMENT Terms of four stages, based on observations of what the learner does in terms of errors alone. 1.RANDOM ERRORS in which the learner is making rather wild guesses at what to write. Inconsistencies like “john cans sing‟‟, “john can to sing‟‟, and “john can singing‟‟. 2. EMERGENT stage of learner language finds the learner growing in consistency in linguistic production.
- 15. For Example: this is a conversation between a learner (L) and a native speaker (ns)of English: L: I go New York. NS: you’re going to New York? L: (doesn’t understand) what? NS: you will go to New York ? L: yes. NS: when? L:1972 NS: Oh, you went to new york in 1972. L: Yes, I go 1972. Learner is still, at this stage, unable to correct errors when they are pointed out by someone else.
- 16. 3.SYSTEMATIC stage in which the learner is now able to manifest more consistency in producing the second language. While those rules that are stored in the learner‟s brain are till not all well formed. for example: L: many fish are in the lake. these fish are serving in the restaurants near the lake. NS: (laughing) the fish are serving? L: (laughing) oh, no, the fish are being served in the restaurants! Learner in this stage has ability of correcting their errors when they are pointed out.
- 17. 4.STABILIZATION In this stage the learner has few errors and has mastered , this four stage is characterize by the learner‟s ability to self correct. Learners pay attention to these few errors. they correct them, without waiting for feedback from someone else.
- 18. VARIATION IN LEARNER LANGUAGE Tarone (1988) focused her research on contextual variability, that is, the extent to which both linguistic and situational contexts may help to systematically describe what appear simply as unexplained variation. Tarone suggested four categories of variation: 1. Linguistic context 2. Psychological processing factors 3. Social context 4. Language function
- 19. FOSSILIZATION OR STABILIZATION Fossilization is a normal and natural stage for many learners. The relatively permanent incorporation of incorrect linguistic forms into a person’s second language competence has been referred to as fossilization.
- 20. Fossilization can be seen as consistent reinforcement, need, motivation, self- determination , and others. Vigil and Oller ( 1976) provided a formal account of fossilization as a factor of positive and negative affective and cognitive feedback.
- 21. There are two kinds of information transmitted beween : Learners ( sources) Effective relationship audiences Facts Cognitive information Suppositions Beliefs
- 22. Effective information Cognitive information Means of linguistic kinesic Gestures devices Tone of voice Facial expressions Sounds Phrases Structures discourse
- 23. The feedback learners get from audience Affective Feedback Cognitive feedback Positive: keep talking; I‟m Positive: I understan your massage; listening. it‟s clear. Neutral: I‟m not sure I want to Neutral: I‟m not sure if I correctly maintain this conversation. understan you or not. Negative: This conversation is Negative: I don‟t understan what over you are saying; it‟s not clear
- 24. Errors in the classroom Vigil and Ollers (1976) communicative feedback model Abort Recycle ( ) X ( 0) Continue Continue (+ ) Cognitive Affective feedback feedback Figure 9.2 Affective and cognitive feedback
- 25. The task of teacher is to discern the optimal tension between positive and negative cognitive feedback. Hendrickson (1980) advised teachers to try to discern the diference beween global and local errors.
- 26. A learner of English language was describing a quain old hotel in Europe and he said: 1 “There is a French widow in every bedroom.” 2 “The different city is another one in the another two.”
- 27. The matter of how to correct errors was, historically, and still is, exceedingly complex. Williams, Jessica, 2005; Doughty, 2003. It seemed quite clear students in the classroom generally want and expert errors to be corrected. Cathcart & Olsen, (1976)
- 28. In “natural” untutored enviroments, nonnative speakers are usually corrected by native speakers on only a small percentage of errors that they make. Chun, Day,Chenoweth,& Luppescu, (1982)
- 29. CATEGORIES OF ERROR TREATMENT TYPES OF FEEDBACK: Recast: implicit corrective feedback. L: I lost my road. T: Oh, yeah, I see, you lost your way. And then what happened?
- 30. Clarification Request: L: I want practice today, today. (grammar error) T: I am sorry? (clarificatin request).
- 31. Metalinguistic feedback: comments, information or questions. L: I am here since january. T: well, okay, but remember we talked about the present perfect tense?
- 32. Elicitation: prompts the learner to self-correct. L: (to another student) What means this word?. T: uh, luis, how do we say thet in english? What does ….? L: ah, what does this word mean?
- 33. Explicit correction: L: when I have 12 years old…. T: no, not have, you mean, “when I was 12 years old…”
- 34. Repetition: L: when I have 12 years old…. T: “when I was 12 years old…”
- 35. Responses to feedback Uptake: it is general term that can have a number of manifestations. L: (to another student) What means this word?. T: uh, luis, how do we say thet in english? What does ….? L: ah, what does this word mean? Repair: Repetition:
- 36. Effectiveness of FFI Overgeneralization seems to summarize the findings on FFI, however it is reasonable to consider the following assertions. Most of reaserch of the last three dacades sujest that “exposure to communicative language instructions in general incease learners’ level attainment. The rate of acquisition and level in a language is enhanced by instructions.
- 37. Errortreatment and focus on language forms appear to be more effective when it is into a communicative, learner-centered, and least effective when error trearment is a dominant pedagogical feature “neardenthal” practice occupying the focal attention of the students. Few reasearch identify which learners are more ready to internalize FFI.
- 38. Explicit instructions result more appropriate for easily stated grammar rules and implicit instructions result more successful for more complex rules. Certain learners clearly benefit more than others from FFI. Analitic, field-dependent, left-brain-oriented learners internalize explicit FFI better than relational, field- dependent, right-brain-oriented learners.
- 39. Theteacher needs to develop the intuition, through experience and solid eclectic theoretical foundations, for ascertaining what kind of corrective feedback is appropriate at a given moment, and what kind of uptake should be expected.
- 40. TO DISCUSS Should a teacher interrupt learners in the middle of an attempt to communicate? Should a teacher choose, say, a recast over an elicitation? Should beginning learners be given less corrective feedback than advanced?