Unit 11
The role of error
On the process of language
learning errors are
common and from my point of view they show a signal about progress on the
learner. Interlanguage is also a result of the learning process because
learners unconsciously analyze and recognize the two languages and creating a
new version, an example
of interlanguage
is the “Spanglish”. One of the most common mistakes is interference, when
students use the grammatical structures from L1 (mother tongue) into L2. Not all the
mistakes are the same, errors occur when learners try to say something that is
higher to his level, on the other hand, slips are the result of tiredness or other emotional
factor that produce a mistake.
I have to mention two main ideas
that can help learners to develop the target language, the first one is
exposure so they can analyze the language structure and apply to their language
production, on this case I would present students authentic material as news on
English, but taking into account their level and interesting also. Second, learners’ needs the language to
interact so I would create into the class activities as discussions, role plays
or interviews were students have their opportunity to develop their confidence.
Another problem is fossilization when a
student`s error do not disappear, that is always present, this is caused by the
lack of exposure
of L2. Most of the time, the English
class is the only time where students use the target language so the teacher
should provide students as many opportunities as possible to work out the language.
The teacher wants from students
to speak perfectly but if every single time a student opens his mouth we make
corrections, we are making a bad learning language experience. I consider that
is important to let them talk for as long as we can understand the message they
are trying to get across. Whenever the message becomes unclear, time to help
them a little bit or reformulate
it. Native speakers don't care if you
say things perfectly or not as long as you can get the message across.
For more information check this
link:
Maria Karra . (2006). Second
Language Acquisition: Learners' Errors and Error Correction in Language
Teaching. 2014, de ProZ.com Translation Article Knowledgebase retrieved from: http://www.proz.com/translation-articles/articles/633/1/Second-Language-Acquisition%3A-Learners'-Errors-and-Error-Correction-in-Language-Teaching
Susana Gómez Martínez, Universidad
de Valladolid (2007), Should we correct our students errors in l2 learning? Encuentro
Retrieved from:
Of course, for me errors on the process of language learning show a signal about progress on the learner. I am totally agreed with you about your suggestions when students talk and have mistakes, the role of the teacher is to encourage them, it is not a good idea as you post to interrupt them. Great.! Good Analysis and examples.
ReplyDeleteCool reflection!
ReplyDeleteThis shows your comprehension about this unit and what is more the knowledge you got about exposure and form. The sources that you are suggesting are very useful. I really enjoyed watching all the links and the content there from which Iget new information.
I agree with you when you say that Spanglish is an interference because the mother tongue (L1) is influencing over L2. By the same token I agree when you said that fossilisation of mistakes are made by the lack of the language exposure.
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ReplyDeleteDear Daniel,
ReplyDeleteI agree with you learners need the opportunity for a proper rerun of the communication scenario in which they made the error, if they are to have any chance of integrating the correct form into their English. Whether the error was teacher-corrected, peer-corrected or self-corrected in the first place is of relatively minor importance.