dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

1

Error/mistake dichotomy

Error – deviation from the norms of the standard
target language as a result of a lack of
the knowledge of rules

Mistake – deviation from the norms of the standard
target language as a result of a slip of the tongue,
stress, tiredness, etc.

(Corder 1967)

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

2

Error correction techniques: taxonomy

Timing:
Immediate correction/delayed correction

Affective nature:
Gentle correction/correction proper

Person correcting:
Teacher correction/self-correction/peer-correction

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

3

Grammar-Translation Method

•Errors viewed as sign of stupidity or laziness

•Ss must get answers correct

•Ss must recite overt grammar rules

•T corrects if Ss fail

Direct Method

•Self-correction emphasized

•T highlights errors, prompts

•Error-highlighting techniques used
(choice/repetition/T stops before error)

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

4

Audio-Lingual Method

•Errors to be avoided at all cost (risk of bad habits)
•T to predict errors and correct immediately
•T correction
•Drills/ overlearning / reinforcement /

immediate correction – rote learning

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

5

Silent Way

•Unobtrusive/non-threatening correction
•Errors viewed as element of language development
•Errors as crucial feedback
•T assists in self- or peer-correction (highlighting)
•Ss to be self-reliable
•T correction used as last resort

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

6

(De)Suggestopaedia

•Unobtrusive/non-threatening correction
•Delayed correction
•No dwelling on mistakes
•Fluency emphasised over accuracy
•T repeats the incorrect utterance in

correct form

•T can discuss overt rules to make Ss feel

secure

•Later, fine-tuning can occur

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

7

Community Language Learning

•Unobtrusive/non-threatening correction
•No dwelling on mistakes
•Human Computer® used for practice

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

8

Total Physical Response

•Errors viewed as natural
•No perfection expected
•T to tolerate errors
•T simply repeats correct forms
•Later, fine-tuning can be applied

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

9

Communicative Language Teaching

•Accuracy less important than fluency
•Errors tolerated as long as they don’t breach communication
•Only serious errors corrected
•Delayed correction
•Success judged by ability to communicate
•Fine-tuning follows

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

10

Cognitive Code

•Errors viewed as inevitable
•Perfection not expected, as illusive goal
•Errors to be used as feedback
•Learning with understanding to make things clear

dr Mariusz Marczak, Dydkatyka

szczegółowa, WSL Częstochowa

11

Bibliography

Corder, S. P. (1967). The significance of learner’s errors. International Review of Applied

Linguistics in Language Teaching, 5, 1 pp. 61-170.

Komorowska, H. (1999) Metodyka nauczania języków obcych. Warszawa: WSiP.

Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching. Oxford: Oxford

University Press.

Larsen-Freeman, D. & Long, M. (1991) An Introduction to Second Language Acquisition Research.

New York: Longman.

Lightbown and Spada (2006:125-128) “Corrective feedback in the classroom” in How languages

are learned (third edition) Oxford University Press, Oxford.

Richards, J.C. & Rodgers, T.S. (1986) Approaches and methods in language teaching:

A description and analysis. Cambridge: Cambridge University Press.

Howatt, A.P.R. (2000) A History of English Language Teaching. Oxford: Oxford University Press.