Error treatment

Error treatment is a very complicated and thorny problem. As language teachers,

we need to be armed in some theoretical foundations and be aware of what we are
doing in the classroom. Here principles of optimal effective and cognitive
feedback, of reinforcement theory and of communicative language teaching all
combine to form these theories in mind, we can judge in the classroom whether we
will treat or ignore the errors, when and how to correct them (p.12)
- Error analysis and the EFL classroom teaching sept. 2007, vol 4. No 9 (serial
No. 34)
- XIE Fang JIAN Xue-mie ( College of Foreign Language Laioning Normal
University, Dulian Liaoning 116029, China)
- ---For recommendation check the work

An important part of helping students in language learning is helping them

learn from their errors and mistakes ( Arburim Iseni, 2011). Senior lecturer, State
University of Tetova, Macedonia
Topic: Assessment, Testing and correcting student’s errors and mistakes in
language testing in Asia Volume one Issue three October 2011. 60/Page
The researcher believes that the best way to assess our student’s writings is
to attempt to find the most appropriate strategy to correct errors and mistakes. For
if their work is left without corrections these errors can become fossilized.
Add to 2nd paragraph on Page 3
- According to Brown (2000), a “mistake” refers to a performance error in that
it is a failure to utilize a known system correctly, while an “error” is a noticeable
deviation from the adult grammar of native speaker, reflecting the inter-language
competence of the learner.
- Learners’ error are usually classified in different categories. Burt (1975)
made distinction between “global” and ‘local” errors. Global errors hinder
communication and they prevent the learner from comprehending some aspects of
the message. Local errors only affect a single element of a sentence, but do not
prevent a message from being heard. According to Hendrickson (1980), global
errors need not to be corrected and they are generally held true. But the expressions
such as “a news”; or “an advice” a systematic errors, and they need be corrected.
As for pre-systematic errors, since learners have already had the linguistic
competence, they can explain this kind of errors and correct them themselves. So
teachers just remind them when they omit such errors.
- Refs: Fangs & Xue-mei (2007). Error analysis and the EFL classroom
teaching (College of Foreign Language, Liaoning Normal University, Dalian
Liaoning 116029, China). Sept. 2007, Volume 4 No. 9 (serial No. 34)

Mistakes, however, are defined by Richard (1974) as a type of performance

error which in turn would result in the learner using the language incorrectly.
Mistakes are errors have often become a main part of learners’ knowledge.
Therefore, correction of errors in an EFL context seems to be of utmost
importance before they turn into systematic mistakes or are being fossilized
-By Peyman Nouraey & Fatemeh Behjat (2020).
Topic: Students’ Attitude towards Written Error Corrections: A study in an Omani
EFL context. International Journal of English Language and Literature Studies
Vol. 9 No. 3, 210-218.

If in the spoken language errors can be allowed without being corrected, as long as
the message comes clear, it is understood that in the written work, errors should be
corrected more carefully, because if they are left without correction, these errors
can become fossilized – Arburim Iseni (2011).
Topic: Assessment, Testing and correcting student’s errors and Mistakes
Lang: Testing in Asia Volume one, Issue three October 2011, University of
Tetova, Macedonia).

Lyster and Ranta indicate different types of error treatment or corrective feedback
with student’s responses to that feedback or “learners update” (1997 p. 40). They
were interested in finding what types of corrective feedback that leads students to
correct their own errors with an eye towards grammatical accuracy and lexical
precision within a meaningful communicative context. They identified six types of
feedback teachers used explicit corrections: See page 158 of Abeer Al-Ghazo
(2016) Topic: Error Correction Strategies for the Classroom Oral proficiency
- By Jordanian teachers of secondary level- International journal of Learning
Dev. ISSN 2164-4063, 2016, Vol.6, No.3

It is clear that the use of error correction in the classroom can provide an optimal
and effective environment for EFL learning. By applying these corrective
strategies, students are provided with more opportunities to accomplish their tasks
and then to obtain a sense of achievement effectively (Al-Ghazo, 2016).
In learning foreign language, students sometimes meet the errors. Error is different
from mistake. It can be distinguished from each cause. Error is caused by lack of
understanding, (Thomas, 2011). It means that the children cannot correct their
mistake, even if they look back at their notes or course book. Meanwhile, mistake
is caused by slips of tongue. It means that sometimes a word or sentence just
comes out wrongly. Normally, the students will correct themselves when they
make a mistake, perhaps with a little prompting from others. Actually they know
the correct language, but they forgot to use it.
When the students make errors or mistakes, they need to be corrected. In
order to be corrected. In order to words, error correction occurs when the students
have the errors either in written or spoken language. Based on who corrects the
errors, there are three types of correction namely, Self-correction, peer correction,
and teacher correction. Self-correction is the correction done by students
themselves. Peer correction is the correction done by the student in pair with
another student. Then, teacher correction is the correction done by the teacher with
several strategies. This research talked more about teacher correction on the
students’ oral error or in their spoken.
The teacher needs to correct every student’s oral error. It aims to make the
students do the correct one in learning English. The teacher’s error correction is
needed to avoid the fossilization in using incorrect form of English. However, in
correcting the students’ errors the teacher should know the best time to correct,
which errors that should be corrected, and how to correct those students error. If
the teacher knows about these, it will give the positive effect to the students in
acquiring the target language (Sari, 2013).