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The role of error.

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by

César Navea

on 2 September 2013

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Transcript of The role of error.

T
h
e
r
o
l
e
o
f
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r
or
.

What is the role of error?
There are
2
main reason
why
learners make
errors
Errors happen when learners try to say something that is beyond their current level of language processing.
Error, slip?
Slips are the results of tiredness, worry or other temporary emotions or circumstances.
These kinds of mistakes can be corrected by learners onces they realise they have made them.
This unit focuses on mistakes learners make when they speak or write English. Mistakes are often divided into
errors
and
slips.

Developmental error: Learners make errors is because they are unconsciously working out and organising language, but this process is not complete.
Interference: Learners may use some patterns, lexis or grammatical structures from their own language in English.
Errors are part of learners´ interlanguage, the learners´own version of the second language which they speak as they learn.
Overgeneralisation: Learners wrongly apply a rule for one item of the language to another item. Ex; " I goed" instead of
" I went"
Usually, learners cannot correct errors themselves because they don´t understand what is wrong.
Errors are a natural part of learning, They usually show that learners are learning and their internal mental processes are
working on and experimental
with language.
Developmental errors and errors of interference can disappear by themselves, without correction, as the learner learns more language. Correction may only help learners if they are ready for it.
Fossilised errors are errors which a learner does not stop making and which last for a long time, even for ever, in his/her foreign language use.
Key concepts and the language teaching classroom:
We musn´t expect instant learning. Learning is gradual, and errors will occur.

Sometimes, particularly in fluency activities, it is better not to pay attention to learners´ errors so that the learners have an opportunity to develop their confidence and their fluency, and to experiment with language.
Some errors may be more important to correct than others. Those which prevent communication are more important than those which do not.

Ways of helpinglearners get beyond their errors are:
1)
To expose them to lots of language that is just beyond their level through reading or listening.
2)
To give them opportunities to focus on the form of language.
3)
To provide them time in class to use language to communicate and interact and see if they can do so successfully.
Errors are useful not only to the learner but also to the teacher. They can help the teacher see how well learners have learnt something and what kind of help they may need.
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