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.