Learner mistakes

1. Learner mistakes Olga Boltneva Marina Belousova

2. 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

3. MAKING MISTAKES IS A NATURAL AND POSITIVE PART OF LEARNING A SECOND LANGUAGE

4. 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?

5. 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

6. Slips vs. Errors • 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?

7. Why L2 learners make errors Factors in learner errors: Interference Developmental error Mislearning Fossilisation

8. The nature of typical mistakes • Age groups • Levels • Background • Learning styles • ………..

9. Mistake categories • Grammar • Register • Lexis • Pronunciation • Misunderstanding what they hear • Spelling • …….

10. 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

11. Making mistakesis 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

12. 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

13. 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 over-using 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)

14. The dos and don’ts of error correction

15. The dos and don’ts of error correction

16. Correction codes

17. Correction codes

18. Correction codes

19. Reflection • How important is accuracy? • Is it always necessary to correct learners’ mistakes? • What effect can correction have on motivation?

20. Thank you!