Error Analysis: Listening & Speaking: Unit 7

Unit 7
Second Language Acquisition and Learning
Error Analysis: Listening &

Speaking
Index
Scheme 3
Key Ideas 4
7.1. Objectives 4
7.2. Introduction 4
7.3. Causes of Error Analysis in Listening 8
7.4. Types of Error Analysis in Listening 9
7.5. Treatment of Error Analysis in Listening 10
© Universidad Internacional de La Rioja (UNIR)
7.6. Causes of Error Analysis in Speaking 16

7.7. Types of Error Analysis in Speaking 17
7.8. Treatment of Error Analysis in Speaking 20
7.9. References 22
In Depth 24
Test 26
Scheme

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Unit 7. Scheme
Key Ideas
7.1. Objectives
In order to understand the unit, it is important that students read the mandatory
contents, listed in the key ideas. Students should also read the recommended
readings or watch the videos to enhance their breadth and depth on the topic
although it is not required to complete the unit test.
To study this unit, please read carefully the following sections, which is an overview
of how to identify, classify and treat errors in listening and speaking. This unit is
designed to provide a general idea of what teachers should look out for to help their
students improve their L2 abilities and avoid the same errors continually. Throughout
this unit students will:
 Students will differentiate between oral and written production feedback.

 Students will understand the importance corrective feedback for error treatment.
 Students will analyze causes for errors in reading and writing.
 Students will know how the types of errors in reading and writing.
 Students will evaluate how to treat errors in reading and writing.
7.2. Introduction
The previous unit outlined how errors occur, how to classify and treat them in reading
and writing as well as provided an overview of corrective feedback (CF). Students
need guidance on their language development skills to rectify errors and to continue
building on their acquired and learned skills. Although depending on the skill in which
the leaner is making the errors depends on the type of corrective feedback the

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Unit 7. Key Ideas
teacher will give. It is important to understand that all corrective feedback is
important, although oral and written feedback are considered similar there are
difference between them. The following table represents information compiled from
Pawlak (2006a), Sheen (2010c) and Sheen and Ellis (2011) of the most important
differences between the two types of feedback (Utvic, 2015).
Differences between Oral and Written Feedback
Oral corrective feedback Written corrective feedback
Corrective intention may not always be

Corrective intention is usually clear
clear
The feedback is publically available Feedback only on individual’s errors
The feedback is provided online and offline The feedback provided is only offline
(i.e. immediate and delayed) (i.e. it is delayed)
Relatively straightforward focus Considerable complexity of focus
(i.e. target language form) (i.e. many aspects of second language writing)
Both input-providing (e.g. recasts) or Both input-providing (direct correction) or
output-inducing (e.g. clarification output-inducing (indirect correction) corrective
requests) techniques are available
The feedback can be explicit (overt) as well The feedback can only be explicit (overt) as the
as implicit (covert) intervention is evident
The correction can be conducted by the The correction can be conducted by the teacher,
teacher, the learner who erred or a peer the learner who erred or a peer
Metalinguistic information is possible Metalinguistic information is possible
Conversational or didactic Mostly didactic
Possible direct impact on implicit, Only explicit, declarative knowledge affected in

procedural knowledge the main
Table 1. Differences between Oral and Written feedback. (Utvic, 2015).


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Unit 7. Key Ideas
When providing feedback, teachers must consider the effectiveness of both types of
feedback and how it can help students evolve in their learning process. There are
guidelines that should be considered by teachers when giving leaners corrective
feedback (Ellis, 2009 as cited in Utvic, 2015):
 Teachers should know their students’ attitudes towards CF, explain to them the
value of CF and negotiate agreed goals for CF with them. Goals are likely to vary
according to the social and situational context.
 CF (both oral and written) works and so teachers should to be afraid to correct
students’ errors. This is true for both accuracy and fluency work, so CF has a place
in both.
 Focused CF is potentially more effective than unfocused CF, so teachers should

identify specific linguistic targets for correction in different lessons. This will occur
naturally in accuracy work based on a structure-of-the-day approach but can also
be usefully applied in fluency work.
 Teachers should ensure that learners know they are being corrected (i.e., they
should not attempt to hide the corrective intention of their CF moves from the
leaners). Whereas it will generally be clear to the leaners that they are being
corrected in the case of written CF, it may not always be clear in the case of oral
CF.
 Teachers need to be able to implement a variety of oral and written CF strategies

and to adapt specific strategies they use to the particular leaner they are
correcting. One way of doing this is to start with a relatively implicit form of
correction (e.g., simply indicating that there is an error) and, if the leaner is unable
to self-correct, to move to a more explicit form (e.g., a direct correction). This
requires that teachers be responsive to the “feedback” they get from learners on
their own corrective feedback.

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Unit 7. Key Ideas
 Oral CF can be both immediate and delayed. Teachers need to experiment with
the timing of the CF. Written CF is almost invariably delayed.
 Teachers need to create space following the corrective move for learners to
uptake the correction. However, whether the correction is or is not appropriate
should be left to the leaner (i.e., the teacher should not require the leaner to
produce the correct form). In the case of written CF, leaners need the opportunity
to attend to the corrections and revise their writing.
 Teachers should be prepared to vary who, when, and how they correct in
accordance with the cognitive and affective needs of the individual leaner. In
effect this means they do not need to follow a consistent set of procedures for all
students.
 Teachers should be prepared to correct a specific error on several occasions to

enable the leaner to achieve full self-regulation.
 Teachers should monitor the extent to which corrective feedback causes anxiety
in leaners and should adapt the strategies they use to ensure that anxiety
facilitates rather than debilitates.
Corrective feedback is an integral part of error analysis and treatment. For leaners to
improve and self-regulate their own errors as teachers one must recognize the
process of error correction does not happen overnight, it is a lengthy and demanding
aspect of L2 learning. Teacher feedback should be explicit and meaningful so that the
leaners eventually can remember their own corrections. When students become self-
aware of their errors they are able to self-correct and bridge that gap of knowledge
that is the cause for producing the L2 error.

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Unit 7. Key Ideas
7.3. Causes of Error Analysis in Listening
Listening is not a passive process as many students would assume, it is an active

process that requires concentration, interest and effort. Parents often say to their
children “you aren’t listening” or “everything I say goes in one ear and out the other,”
what students may fail to recognize is that listening and hearing are two very
different things. Hearing is the faculty of perceiving sound whereas Oxford
Dictionary.Com (2019) defines listening as:
Listening (verb): To give one’s attention to sound.

To take notice of and act on what someone says; respond to advice or a
request.
To make an effort to hear something; be alert and ready to hear something.
To urge someone to pay attention to what one is going to say.
This distinction between the two concepts is to help foster an understanding of how
listening errors occur. Learners must be active participants in the problem solving
that listening requires, not just hear the sounds that are being produced. Listening
requires that individuals are able to understand and recall information to then
respond to the speaker or the sound being heard. Teachers should not only produce
the sounds but also be a model for their students in how to be an effective and
productive listener (Bran, 2018). Through their modeling students will see listening
can help build relationships, improve learning environments and relationships as well
as help foster language acquisition and learning (Bran, 2018).
Although there are errors students make when developing their listening skills. The
first and foremost is students believe that hearing is the same as listening, when as
described above it is clear there are obvious differences in two. The second is
because of students’ lack of knowledge in the L2 language rules. When learners do
not have the enough of the L2 acquired it is hard to identify the stem of the problem
(Fatimah & Hum, 2014).

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Unit 7. Key Ideas
7.4. Types of Error Analysis in Listening
Errors in listening can occur in various situations and as a result of lack of training.
These errors in listening can also effect other skills such as reading, writing and
speaking. Since listening is an important skill in acquiring language knowledge it is
vital that it is worked on.
The following table provides an overview of errors made when listening with a
definition and explanation from Fatimah & Hum, 2014. These types of errors in
listening all effect the skill and the language learners L2 development. Take into
consideration the different types of errors made, some are out of the teachers
control within the classroom and others directly effect the classroom dynamics.
Types of Listening Errors
Communication with Native Speaker

Most students feel hesitate when they have to communicate with native speaker. They’re too
afraid of bungling the grammar or mispronouncing words in a way that would embarrass them.
They feel shy even before they see the native speaker.
Having no habit of Watching and Listening to English Programs
There’s a school of linguistics that believes language learning begins with a “silent period.” Just
as babies learn to produce language by hearing and parroting sounds, language learners need
to practice listening in order to learn. This can reinforce learned vocabulary and example
Listening is the communicative skill we use most in daily life, yet it can be difficult to practice
unless you live in a foreign country or attend immersive language classes. The solution is by
finding music, podcasts, TV shows and movies in the target language, and listen, listen, listen,
as often as possible. In fact, most learners of English seldom use their time practicing their
English especially listening. When they are listening to English songs and watching English
program, it is merely for the sake of entertainment. Very few of them really make the most of
these activities to enrich their skill of listening.

Coordination between Listening and Writing Skill
Students commonly make mistakes in converting the listening materials in the written form.
They tend to make mistakes in spelling the English words for example:
1. What does the woman implay? (should be: Imply) – spelling
2. Do you think I should shoe the company? (should be: Sue) – minimal pair

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Unit 7. Key Ideas
3. Are you have a few minutes? (should be: Do) –grammar
4. Is it plank done? (should be: Plugged in) – vocabulary
Translating in Their Heads
Some students have habit of translating what every English words they hear in their heads.
Actually it does not help students develop fluency, and in fact, it hinders it as they must
constantly pause to translate before they can reply.
Being too Ambitious
Sometimes students do not recognize their own limitation. They buy audio and video CDs,
listen to music or podcasts or even watch entire movies in English. They buy things that is not
appropriate for their level. It is due to the fact that sometimes those materials do not use
standardized English.
Consulting to dictionaries too often
Most students take notes during the process of listening. It depends on the listening strategies
they choose. But the problem arises when students look up at the dictionary very often to
translate English words. Though it is useful for them to find out the meaning of a word they
don’t understand, this type of behavior won’t help them improve overall listening
comprehension.
Not Using the Right Listening Strategies
A lot of students don’t know that there are some strategies in learning listening. Even how to
use them.
Relying On English Schools only
Most English learners rely totally on schools. They think the teacher and the school are
responsible for their success. So they tend to ignore other resources of knowledge.
Table 2. Types of Listening Errors. (Fatimah & Hum, 2014).
7.5. Treatment of Error Analysis in Listening
Listening is a skill that is important not just in L2 learning but in students’ everyday
lives. The following are ways to treat error analysis in listening, the first is a list from
Fatimah and Hum (2014), the second is suggestions made based on the types of
errors in listening from table 2 and finally, in the In Depth section there is an insightful
article by Diane Schilling from Forbes magazine in steps to take to be an effective
listener. Active listening is an essential part in learning, teachers should take part in
the conversation, by expressing involvement and interest in the topic (Bran, 2018).

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Unit 7. Key Ideas
This provides students an understanding of why this skill is so important to their
language learning and life.
 Tell students that in a real life situation, there’s nothing wrong with asking the
native English speaker to slow down, repeat or rephrase. Native speakers are
often polite, understanding and absolutely willing to help out. Students must be
taught right from the start to lose the fear of asking for repetition or clarification.
 Teach students early on (even if they’re beginners!) about the importance of

thinking in English. Translating is hard enough as it is; it takes professional
interpreters years of practice to get simultaneous translation just right. Remind
them that they are not training to become translators; they are learning to speak
English. If they want to speak it, they have to think it.
 When you catch students biting off more than they can chew in terms of listening
you’ll need to steer them in the right direction. Recommend films where the
actors speak very, clear educated English and instruct them to approach the
listening in steps. First they watch with subtitles in English and then they turn off
the subtitles. Maybe they should watch the movie in parts and not all of it in one
sitting. Also, tell them that a short, but focused listening exercise is a lot better
than a longer listening where you have more chances of getting lost.
 Students must understand that sometimes it’s more important for them to
understand the conversation in general, than the meaning of a single word.
Suggest to your students that, in fact, it’s not necessary for them to understand
every single word all the time. Listening comprehension takes time to build, and
they start by listening and getting the gist of a conversation. Then, they are able
to listen and pick up more details. In time, there will be few words they won’t
understand.
 One of the hardest things about improving listening comprehension is that you
can’t give your students a set of rules like the ones you give them for correct

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Unit 7. Key Ideas
grammar and proper speaking. Students simply practice listening – either they
get it or they don’t. Now, there is of course a set of things you can do, certain
ways to approach listening exercises to maximize the listening comprehension
potential. Here, I’ll focus on the mistakes ESL students make when approaching
listening practice. Teach them to work on eliminating these, and they’ll be better
prepared to meet a listening challenge.
 Familiarize students with the different types of listening strategies, which

include:
• Listening for gist – students try to get the main idea/context. o Listening for key
words – students try to listen for a specific word, idea or thought, for example,
a date, historical fact or piece of information.
• Listening/checking for comprehension – a great strategy is listening to what
someone has to say, like directions to get to a place, and saying them back to
check for comprehension (Anne, 2010:1).
Treatment of Listening Errors
Communication with Native Speaker

A lot of schools in Spain have language assistants who are native speakers from
different parts of the world (generally, the United States, the UK and Australia). It would
be a great idea if your school does not have the program to talk to the Director and
other interested parties in how to involve your school in the program. This is a
wonderful resource where students are able to interact with a native speaker in the
classroom. Check out the North American Language and Culture Assistants in Spain
video from the Ministry of Education
(http://www.educacionyfp.gob.es/eeuu/convocatorias-programas/convocatorias-
eeuu/auxiliares-conversacion-eeuu.html).

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Unit 7. Key Ideas
Having no habit of Watching and Listening to English Programs
Although this may seem like a difficult aspect to incorporate in the language class, it is
a good idea to use videos, podcasts and songs in class to have students reinforce their
language skills.
Also, consider providing parents with a list of suitable TV shows, movies or songs that
would help enrich their learning.
For example, in secondary or higher education provide students with a list of films they
could watch at home and then ask them to write a film critique or engage in another
type of activity while watch the film.
Movie Review
The main purpose is to describe and express a personal opinion about something which
the writer has experienced and to give the reader a clear impression of what the item
discussed is like. Description and explanation are key functions for this task, and a
review will normally include a recommendation to the reader. Your review must be
between 140-190 words. It must be typed, double spaced, times new roman font, size
12. It must include a title, your name and class details.
 It is a good idea to give your review an interesting title.

 In the first paragraph, say what you are reviewing and try to get the reader's
interest.
 Remember a review is not just a list of facts - it's largely your opinion.
 Summarize your view, using different words from the introduction, and include a
recommendation.

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Unit 7. Key Ideas
 It is important that you show a range of structures in the language of opinion,
description and recommendation. Add vivid language to add interest.
Selma (PG-13): A chronicle of Dr. Martin Luther King, Jr.'s campaign to secure equal
voting rights via an epic march from Selma to Montgomery, Alabama, in 1965.
The Help (PG-13): An aspiring author during the civil rights movement of the 1960s
decides to write a book detailing the African American maids' point of view on the white
families for which they work, and the hardships they go through on a daily basis.
42 (PG-13): In 1947, Jackie Robinson becomes the first African-American to play in

Major League Baseball in the modern era when he was signed by the Brooklyn Dodgers
and faces considerable racism in the process.
Hairspray (PG-13): A 'pleasantly plump' teenager teaches 1962 Baltimore a thing or two
about integration after landing a spot on a local TV dance show.
The Butler (PG-13): As Cecil Gaines serves eight presidents during his tenure as a butler
at the White House, the civil rights movement, Vietnam, and other major events affect
this man's life, family, and American society.
Remember the Titans (PG-13): The true story of a newly appointed African-American
coach and his high school team on their first season as a racially integrated unit. Glory
Road (PG-13): In 1966, Texas Western coach Don Haskins led the first all-black starting
line-up for a college basketball team to the NCAA national championship.
To Kill a Mockingbird (PG-13): Atticus Finch, a lawyer in the Depression-era south,

defends a black man against an undeserved rape charge, and his children against
prejudice.
Guess who’s coming to dinner (PG): A couple's attitudes are challenged when their
daughter introduces them to her African American fiancé.
Malcolm X (PG-13): Biographical epic of the controversial and influential Black

Nationalist leader, from his early life and career as a small-time gangster, to his ministry
as a member of the Nation of Islam.
Coordination between Listening and Writing Skill
Students should be allowed to make errors but they also have learned from those
errors. At times it might be a good idea to consider free writing or some sort of creative
activity where the students are asked to express themselves.

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Unit 7. Key Ideas
For example, in primary education, highlight important vocabulary words which may
be included in the song the students are about to hear. Then play a song several times,
have students act out the different vocabulary words whether it be by dancing in a
specific way to each time the vocabulary words are said.
Translating in Their Heads
Have students participate in improvisation speeches, conversations or role plays.
For example, in secondary or higher education. In pairs, give each students a topic, give
them roughly two minutes to consider what they are going to talk about, ask the
student to then talk about their topic and tell their partner they have to ask their
partner questions about what they talked about or share with the class what their
partner talked about.
In primary education, the students can do the same activity but it is important that the
topics are carefully selected. It would be a good idea to focus them on topics or content
that the students are studying. The idea is they talk without thinking about what they
are saying. Mistakes and errors should be welcomed and corrected in the moment.
Being too Ambitious
Provide students with suggestions of materials they can listen to. Consider audio books
as well.
For example, On Fridays (regardless of the level) have the students listen to the
beginning or the first chapter of a book. See if the students get hooked and want to
then go out and continue reading/listening to the book on their own. It’s a way to
expose them to different types of texts as well as train their ears for different accents
in English but all would be easy to follow as they are professionals who record audio
books.
Consulting to dictionaries too often
Have students learn to deduce words through the context. Read texts to the students,
have the students listen for clues as to what you might be describing or reading out
loud about. It is important that students don’t rely so heavily on dictionaries, but learn
to make interpretations to figure out what words mean by the context.
Not Using the Right Listening Strategies

Teach students how to take listening exams. Every teacher knows what types of
listening exam they are going to include in class. Now it’s important to teach them the
techniques for each of those types of listening exams.

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Unit 7. Key Ideas
For example, In secondary and higher education. Prior to putting on the listening the
students should read through the questions and the possible answers. Students should
underline key words in the questions and in the answers. Teachers should state if the
questions are in order or not. The first time the students then listen to the track the
students should be able to eliminate two of the four possible answers. Making marks
next to the questions. Then the second time the students listen they should be able to
choose between the two left.
In primary education, for beginning students should be asked to raise picture cards with
the images or the actual objects like pencils and crayons. As students get older and are
beginning to read they should also have pictures to help them decipher meanings and
words. It’s important that in young learners the students slowly build their vocabulary
and listening skills in regards to the content being taught.
Relying On English Schools
Teachers should make parents, and students aware there are opportunities outside of
the classroom where students can learn and practice their language skills. It is up to the
parents to look for the opportunities within their community.
For adult learners, there are language exchanges in different bars and restaurants,
stand-up comedy shows, going to the cinema, or watching different TV shows.
Table 3. Treatment of Listening Errors. (Shekhzadeh & Gheichi, 2011).
7.6. Causes of Error Analysis in Speaking
Just as in written performance, oral performance has two causes of errors. The first
is intralingual/developmental errors, these errors are produced by the learner and
do not reflect the structure of the learner’s L1, rather are overgeneralizations of rules
which have been learned (Richards 1974 as cited in Wu & Garza, 2014).
Overgeneralization means that the learner knows that to say a verb in the past they
must add –ed but the learner does this to all verbs regardless of the fact thare are
some that are irregular. The second, Interlingual/transfer errors which according to
Selinker (1972) is negative interference from the learner’s first language habits. For

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Unit 7. Key Ideas
example, “many L2 learners think in their first language and they used direct
translation when they speak and write in L2” (Wu & Garza, 2014).
Although it is interesting, the focus of this course may be on teaching English as a

second language, but it is important to consider other aspects such as children who
are raised bilingual as well. In a study done by Zheng, Roelofs, Farquar and Lemhöfer
(2018), investigating how bilingual speakers monitor their speech errors and control
their language use found that bilingual speakers are slower and “made more
language selection errors when switching from the L2 to the L1 than vice versa.” This
research predicts this is a result of the fact that when a learner is speaking in the L2
and switches to their L1 errors are more likely to occur due to the fact that the learner
has less control over their errors and takes more time to thinking about speaking in
the L2.
Errors occur in both bilingual children/adults as they occur in second language

learners. This only goes to show that the learner needs time and practice to learn the
rules of the language and properly put them in to play in their lives.
7.7. Types of Error Analysis in Speaking
When students, teachers or any individual is speaking a language whether it’s their
L1 or L2 or even their L3. If the person listening is aware of the grammatical rules, the
phonological sounds and vocabulary words its quite clear when a mistake is
committed. Errors are obvious when it’s a repeated mistake that is not rectified.
As Richards (1971) classified errors observed in the acquisition of English as a second

language as follows (Khansir, 2012):
 Overgeneralization, covering instances where the learners create a deviant

structure on the basis of his experience of other structure of the target language.

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Unit 7. Key Ideas
 Ignorance of rule restriction, occurring as a result of failure to observe the
restrictions or existing structures.
 Incomplete application of rules, arising when the learners fail to fully develop a
certain structure required to produce acceptable sentences.
 False concepts hypothesized, deriving from faulty comprehension of distinctions

in the target language.
Other types of errors which occur in spoken language relate to pronunciation and
phonological sounds such as the following vowel sounds in English (Sobahle, 1986):
 Vowel sounds such as:

• Ship versus sheep.
• Board versus board.
 Consonants sounds such as:

• Feeding scheme versus feedinskin.
 Consonant clusters (the blending sound of two or more consonants together)
• o'clock/otlock.
• especially/ expecially.
 Voiced versus unvoiced

• south-southern.
The reason these errors occur is due to the fact that in English there is no consistent
manner of knowing what symbol should produce what sound (Sobahle, 1986). There
are more than 14 vowel sounds in English whereas in Spanish there are 5. This
inconsistency is a cause of confusion to many learners of English.
Learners who have acquired enough of a foundation in the L2 may try and implement
language learning communication strategies. These are methods the leaner

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Unit 7. Key Ideas
implements to avoid making errors in spoken communication. Tarone’s (1981)
taxonomy of communication strategies provides a useful description of how the
learner uses the strategies in attempts to avoid errors.
Strategies used to avoid errors
Strategy Explanation
AVOIDANCE
The learner simply tries not to talk about concepts for which the
Topic Avoidance
L2 item or structure is not known.
The learner begins to talk about a concept but is unable to
Message Abandonment
continue and stops in mid utterance.
PARAPHRASE
Use of a single target language vocabulary item or structure,

which the learner knows is not correct, but which shares enough
Approximation
semantic features in common with the desired item to satisfy the
speaker (e.g., pipe for water pipe).
The learner makes up a new word in order to communicate a
Word Coinage
desired concept (e.g., airball for balloon).
The learner describes the characteristics or elements of the object
or action instead of using appropriate TL item or structure ("she
Circumlocution
is, uh, smoking something. I don't know what's its name. That's,
uh, Persian, and we use in Turkey, a lot of.”
CONSCIOUS TRANSFER OR BORROWING
The learner translates word for word from the native language
Literal Translation
("He invites him to drink," for" They toast one another.").
The learner uses the native language term without bothering to
Language Switch
translate (e.g., balon for balloon).
APPEAL FOR ASSISTANCE
The learner asks for the correct term ("what is this? What called?").
MIME
The learner uses nonverbal strategies in place of a lexical item or action (e.g., clapping one's
hand to illustrate applause.
Table 4. Strategies used to avoid errors. (Tarone 1981 as cited in Shekhzadeh & Gheichi, 2011).

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Unit 7. Key Ideas
7.8. Treatment of Error Analysis in Speaking
To treat errors in speaking it is important that the students have a variety of

corrective feedback. It should allow them to hear the correction in various manners
which will help them learn from the error. The following table provides different error
correction techniques and an example for oral production (Jiménez Arias, 2004).
Error correction techniques in Oral Production
Technique Example
S: I didn’t went to the movies.

No correction
T: Why?
T: What’s your name?
Indicating the source of error S: Very well, thanks.
T: That’s not what I have asked you.
S: I can to play the guitar.
Disapproval gesture T: The teacher moves their head indicating ‘no’
(incorrect answer).
S: Teacher at 9:30.
Asking for repetition or clarification
T: I don’t understand. What did you say?
S: I go to the movies last night.
Giving a clue to correction T: you need to use the past tense. I (blank) to
the movies last night.
S: Toro, what have you?
Giving the correct form
T: What do you have?
S: I didn’t to go to Church yesterday.
Giving options to choose the correct form
T: You didn’t to go? Or You didn’t go?
S: My mother dead last year.
Repeating the error T: Your mother dead?
S: Yes, my mother dead last year.
S: Infrastructure is determined by…

Interrupting the speaker
T: Determined (pronunciation).
S: Alice can sings very well.
T: Many of you seem to have forgotten the
Commenting on the error
proper use of the modal auxiliaries. This is
something you need to study again.

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Unit 7. Key Ideas
T: how can we prevent AIDS?
S: Not having a sex.
Grammatical Explanation
T: Okay, you don’t really need an “a” there
because sex is an uncountable noun.
S: I have much friends.
T: The teacher writes on the board: Many:
Treating the errors on the board
friends-bananas-apples (count) Much: time-
money-sugar (non-count)
S: Everyone know the answer.
T: Pronouns such as “everyone, no one,
Individual treatment
everybody,” are singular. You need to say,
“everyone knows.”
S: I have two beautifuls daughters.
Writing the correction for each student
T: I have two BEAUTIFUL daughters.
S: I used to went to the church every day when I
was children.
Paraphrasing using the correct form
T: How interesting! You used to go to church
every day when you were a child.
S: I am liking to listen to music.
Treating errors as homework where the
T: Homework! Correct the following sentences.
students have to correct their errors
Number one, I am liking to listen to music…
S: I have twenty years old.
Doing a class activity to reinforce the
T: Today we are going to play “20 questions” in
correction for
order to find out how old each student is…
S: Who want something to eat?
T: The teacher stopes the tape when there is a
Listening to a recording
mistake to be treated. The students either write
down or say out loud the correct form.
T: Juan how old are you?
Asking the original question S: I am fine, and you?
T: Juan, listen carefully, how old are you?
S: Teacher, did you saw Ana?
Asking questions using the correct form T: Did I see Ana? No, what about you? Did you
see Ana?
S: I wish it doesn’t rain tomorrow.
Watching a video of any activity T: Stop the videotape when there’s a mistake: I
videotaped from the class wish it doesn’t rain…(and everyone can come up
with the correct form).

21
Unit 7. Key Ideas
S: The police Madrid is not paid well.
Repeating sentence correctly T: You’re right. The police are not paid well in
our country.
S: My mother can cooks really well.
Providing correct examples T: Ana can play the piano. Juan can cook very
well. The teacher can speak Japanese
S: I eat cone for dinner.
T: Cone? You eat cones?
Spelling the correct form S: Corn, I eat corn.
T: You eat corn, C-O-R-N. I wasn’t hearing the ‘r’
sound.
S: Pronunciations errors: Island/You
Repeating the correct form
T: Please repeat after me: island/you
S1: I can to go.
Grouping errors made by different S2: I will to study.
students S3: He would to work.
T: Never use to with modals.
Table 5. Error correction techniques in Oral Production. (Jiménez Arias, 2004).
7.9. References
Aquil, R. (2012). Listening to English Connected Speech: A Problem and Solutions.

Arab World English Jornal, 329-364.
Bran, R. (2018). The Role of Active Listening in the Acquisition of Second Languages.
Research and Science Today, 88-94.
Fatimah, S., & Hum, M. (2014). Error Analysis in Listening Teaching Process: A Case
Study in English Learning Process: A Case Study in English Department of

Muhammadiyah University of Surakarta. Proceedings of The 3rd UAD TEFL
International Conference 2014, (pp. 1022-1029). Yogyakarta.

22
Unit 7. Key Ideas
Khansir, A. (2012). Error Analysis and Second Language Acquisition. Theory and
Practice in Language Studies.
Shekhzadeh, E., & Gheichi, M. (2011). An Account of Sources of Errors in language

Leaners' Interlanguage. International Conference on Languages, Literature and
Linguistics, (pp. 159-162). Singapore.
Sobahle, P. (1986). Error analysis and its significance for second langauge teaching
and learning. Per Linguam, 25-30.
Utvic, T. (2015). Beliefs and Attitudes of Primary School Learners toward Error
Treatment in Foreign Language Learner Talk. Retrieved from Semantics Scholar:
https://pdfs.semanticscholar.org/02b4/e277c5e26faac1a68c0cd3b2b748a471309c.
pdf
Wu, H.-p., & Garza, E. (2014). Types and Attributes of English Writing Errors in the EFL
Context - A Study of Error Analysis. Journal of Language Teaching and Research.
Zheng, X., Roelofs, A., Farquhar, J., & Lemhöfer, K. (2018). Monitoring of langauge
selection erros in switching: not all about conflict. PLoS ONE, 1-20.
Zuo, W. (2017). Teachers' Role in Dealing with Errors in Students' Second Language
Learning. Theory and Practice in Language Studies, 644-650.

23
Unit 7. Key Ideas
In Depth
Error Correction
Britisth Council. (2019). Error Correction. Retrieved from

https://www.teachingenglish.org.uk/article/error-correction
This article provides an overview of error analysis and other links to articles with more
information on error analysis.
10 Steps to Effective Listening
Schilling, D. (2012 Nov 9). 10 Steps to Effective Listening. Retrieved from Forbes:
https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-
listening/#4ce214813891
This article provides an overview of ten steps to effective listening. There are some
interesting strategies here that can easily be applied in the classroom and with
students.
The Consonants of American English
Yoshida, M (n.d.). The Consonants of American English. Retrieved from UCI Open:
http://ocw.uci.edu/upload/files/consonants.pdf
This document goes through the pronunciation of American English consonants.

24
Unit 7. In Depth
Written Corrective Feedback
Soo Card. (n.d.). Rod Ellis TESOL Seminar: Written Corrective Feedback. [Video File].
Retrieved from https://www.dailymotion.com/video/x2lzljl
The video is an overview of corrective feedback. This was a seminar at the Seoul
National University.

25
Unit 7. In Depth
Test
1. Oral feedback is considered… (Select all that apply)
A. Clear.
B. Can be done by the teacher.
C. Immediate.
D. Explicit.
2. Written feedback is more effective than oral feedback.

A. True.
B. False.
3. Feedback should vary depending on who, when and how of the individual learners
needs.
A. True.
B. False.
4. Feedback is mean to be meaningful for learners to eventually be able to

A. Correct each other.
B. Self-correct.
C. Understand why the correction is helpful.
D. Question the feedback.
5. Listening is an active process which is integral to second language acquisition.

A. True.
B. False.

26
Unit 7. Test
6. Students make errors when developing their listening skills as a result of... (select
all that apply)
A. Speaking errors.
B. Lack of reading.
C. Thinking listening is the same as hearing.
D. Lack the knowledge of grammar rules.
7. Errors in listening are a result of a lack of listening activities within the classroom.
A. True.
B. False.
8. Speaking and writing share the same types of errors intralingual/developmental

and interlingual/transfer errors.
A. True.
B. False.
9. Overgeneralizations are a product of what the learner has learned and not
considering the rules.
A. True.
B. False.
10. Strategies to avoid errors include… (Select all that apply)

A. Paraphrasing.
B. Avoidance.
C. Miming.
D. Appeal for assistance.

27
Unit 7. Test

Error Analysis: Listening & Speaking: Unit 7

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Unit 7

Second Language Acquisition and Learning