Correcting Student Errors

Max Lee Yesenia SanchezAnna Zhou

Lesly Alvarez Lilin Huang Jake Campbell

Lesson Plan➢ Introduction to Theory of Interlanguage and

Fossilization

➢ Introduction to error correction○ Spoken and Written

➢ Discussion on error correction implication and effectiveness

Video

https://www.youtube.com/watch?v=Dd7FixvoKBw

Theory of InterlanguageInterlanguage is a learning strategy created by L2

learners keeping features of their L1

L1 L2

L3

Processes that Create Interlanguage

Grouping similar things make rules to predict how different items will behave

Ex:I walked I goedI rided

Overgeneralizations

Internal Sequences

LanguageTransfers

Tendency to transfer the phonology, syntax and semantics from L1 to L2.

Ex: Hamburger (Eng)Hanbaga (JP)

Hearing different language in different settings

Ex:Language used in classroom vs native environment

FossilizationFossilization: the process in which incorrect language becomes a habit and cannot easily be corrected.

Causal Factors of Fossilization:1. Language Transfer

2. Training Transfer

3. Communication Strategy

4. Overgeneralization

Is Intervention Possible? Fossilization Reduction

1. Adoption of proper learning strategies

2. Exposure to target language and target language culture

3. Motivation

Activity 11. Please separate into groups of 3 or 4

2. Each group will be given a large sheet of paper and a color marker

3. Please follow the verbal instruction

Exercise 1

I = Je (Juh)green = vert (ver)eat = mange (monj)fish = poisson (puashon)

Correct Answer

Je mange poisson vert.

Exercise 2Where are you going?

Where = 哪里 (nali)you= 你 (ni)going= 去 (qu)Please write a sentence using the Chinese characters.

Correct Answer

你去哪里？ni qu na li

Introduction to Error Correction

Ways of correcting Spoken Error:1. Explicit correction2. Recast3. Clarification request4. Metalinguistic feedback5. Elicitation6. Error repetition

Ways of correcting Written Error:7. Identifying inappropriate/appropriate language8. Selective feedback

Student-Generated Repairs (self-correction)● Explicit Correction and Recasting do not lead to student-generated repair because it is led by the

teacher

● The other 4 types require student-generated repair

● Student-generated repairs are important in language learning because they indicate active engagement in the learning process on the part of students. This occurs when the teacher does not provide the correct form but instead provides cues to help the student consider how to reformulate his or her incorrect language (Tedick 3).

Implications and

Effectiveness

What Students Think● When to correct

○ Japanese student A: “When I study English I want to be corrected as much as possible, but when I am talking/chit-chatting with someone I do not want to be corrected at all

● Avoiding Fossilization:○ Japanese student B and C agreed that they want to be corrected right away

■ Japanese student B: “I want to be corrected as soon as possible when I make a mistake before I forget”

■ Japanese student C: “ I want to be corrected right away”

WhAT iNSTRUCTORS tHINK● Japanese teachers are more likely to regard to stylistic variations as error

● Native English Instructors are more sensitive to formality and academic appropriacy○ They are not as harsh when students use words such as, “like”, “things”, and “stuff”

● Non-Native English Instructors:○ Grammar>Comprehensibility

Error Correction EffectivenessSpoken error correction:

● Students learn grammar through an instructor by having an error-correction session● Learners with access to native speakers are more likely to reach native proficiency

Written error correction:● Most time-consuming for instructors

○ If correction is given without providing feedback then correcting their papers is useless

MOST EFFECTIVE:More time, longer explanations, use of different correction strategies(i.e. clarification request, repetition, metalinguistic clues, and elicitation)

Dangers of Over Correcting● Students lose motivation in learning the new language

● Loss of flow in classroom due to instructor correcting all spoken errors

Correct the error?● Considerations for Error Correction

○ The learner's amount of exposure to the language structure or form, ○ The seriousness of the error,○ Whether or not the error has impaired communication significantly, ○ The frequency of the error, and ○ The needs of the students.

● Serious errors that should be corrected○ Errors that significantly impair communication ○ Errors that reflect misunderstanding or incomplete acquisition of the current

classroom focus○ Errors that have a highly stigmatizing effect on the listeners.

● Context of error within lesson goals○ Minor grammar error when goal is communication and idea sharing

COnclusionClassroom assessment techniques