The Ministry of Higher and secondary education of the Republic of Uzbekistan Shaxrisabz state pedagogical institute
§2 4..Error correction techniques tailored to address mother tongue-related errors
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- Error correction
| §2 4..Error correction techniques tailored to address mother tongue-related errors
Non-native language face many difficulties while producing any piece of writing. It is mostly due to multiple complicated tasks required such as planning, translating, reviewing and monitoring. One of the reasons is the influence of native language or mother tongue which makes it tougher for non-native speakers to pick language structure and other components ). Ferguson (1965) also mentioned that the influence of the first language, and structural differences between them are two of the biggest hurdles in second language acquisition. Kavaliauskiene (2009) found that errors-transfer by beginners while learning a foreign language was due to the lack of necessary information, and applying the rules of native language to the foreign one. ERRORS MADE IN ENGLISH WRITING BY NON-NATIVE STUDENTS Literature shows that non-native students face multiple issues while writing in English. Lin (2002) analyzed 26 essays written by Taiwanese EFL college students. It shows errors in four major areas: sentence structure (30.43%), wrong form of verb. Error correction is an indispensable part of the foreign language classroom, but one that at the same time raises many concerns. Some of the concerns surrounding error correction are when to correct learners and when error correction should be avoided, what type of corrective Feedback is best to use, and how much error correction should be used in a particular situation. Foreign language teaching has changed over the past and Shifted from “an explicit focus on the language itself” to placing focus on “expression and comprehension of meaning” (Lightbown and Spada 430) since, according to Krashen, approaches focusing on the latter lead to high proficiency in the L2 because, in that case, the language instruction is conducted in a “natural” environment (qtd. in Lightbown and Spada 430). This approach, however, does not lead to grammar accuracy, which is why contemporary foreign language teaching includes a form-focused approach as well as the communicative-based approach and tries to use Different types of feedback depending on the circumstances in order to implement both meaning and form .Corrective feedback can be written and oral. However, it is usually oral feedback that is of topical interest in various disciplines and theoretical frameworks and an issue concerning many teachers since the teacher has to make immediate decisions as to whether to correct erroneous utterance or not and which feedback technique to use. The corrective feedback techniques that teachers in communicatively oriented classrooms have at their disposal include explicit correction, recasts, clarification requests, metalinguistic feedback, elicitation, and repetition (Lyster and Ranta 46). The teacher should keep in mind, however, that these techniques should be chosen not only according to the particular learning situation, but also to the individual differences among the learners in terms of intelligence (or intelligences), aptitude, learning style, personality, motivation, attitudesAs a future teacher, I have to admit that one of my greatest challenges will be the way in which I correct my learners. Luckily, the latest trends in language teaching are more inclined towards a communicative classroom setting where the aim is to encourage one’s learners to speak regardless of their imperfect utterances. A fine example is Lightbown and Spada’s research on the development of oral English with native speakers of French in fifth and sixth grades (aged ten to twelve) at an elementary school in Quebec. What they found was that form-based instruction within a communicative context contributed to higher levels of linguistic knowledge and performance. Furthermore, the findings of the study suggested that accuracy, fluency, and overall communicative skills were probably best developed through instruction that was primarily meaningbased but in which guidance was provided through timely form-focus activities and correction in context (443). This can be thrilling to a teacher who prefers a communicative classroom setting where there is ample time for the learners to do the talking and for the teacher to engage them in the role of an encouraging listener. tải về 3.8 Mb. Chia sẻ với bạn bè của bạn:
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