Transcript Learner mistakes

Learner mistakes
Olga Boltneva
Marina 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)
2)
Which one can be considered
‘developmental’, i.e. Ss make mistakes
because their learning of the item is as
yet incomplete?
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 groups
 Levels
 Background
 Learning styles
 ………..

Mistake categories
Grammar
 Register
 Lexis
 Pronunciation
 Misunderstanding what they hear
 Spelling
 …….

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 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)
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
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)
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
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!