ERRORS CORRECTION

Error correction is an essential element in teacher talk, Errors should be seen as a

natural outcome in the process of language learning, and as learning opportunities.
Teachers are expected to teach their student accurately, there is no way to move forward
unless the teacher gives the correct answer to his or her learners. Teachers repeat
correctly what the student said incorrectly in a gentle way without giving an offensive or
negative feedback as in the Suggestopedia method. Teachers can also allow their student
to correct themselves or resort to peer correction as in the silent method.
The role of text books:
The role of text books can be determined by the method used in the class. But generally
it is considered a source of linguistics information that teachers heavily rely on all text,
exercises, and test are there. Simply, the absence of a textbook can lead to an
unsuccessful course, However, some teachers use other teaching materials like pictures,
charts, tape recorders, blackboards and cards which make teaching easier, suitable and
convenient and provide confidence and security for both teachers and students.

Types of motivation:
Brown says that motivation is an inner drive, impulse, emotion or desire that moves one
to a particular action. Motivation is typically examined in terms of the intrinsic and
extrinsic orientation of the learner. Those who learn for their own self-perceived needs
and goals are intrinsically motivated and those who pursue a goal only to receive an
external reward from someone else are extrinsically motivated.

learning styles include:

 Visual (we look and see) – visual learners tend to prefer reading and studying

charts, drawings and graphic information;

 Auditory (we hear and listen) – these learners are characterized by a preference

for listening to lectures and audiotapes;

 Kinesthetic (we feel externally, internally or through movement) – these learners

are right-brain dominant, they use both hemispheres of their brains

simultaneously that is why they are acquiring the structures through actions;

 Olfactory (we smell things),

 Gustatory (we taste things)

Personality and FLL:

-Intra personal (introverted) – learners are the loners, they like learning alone, pursuing

their own interests; they are good at understanding selves, focusing inward on feelings,

goals, being original; they learn best by working alone individualized projects, self-

paced instructions having their own spaces.

- Interpersonal (extroverted) – learners (the socializers) like having lots of friends,

talking to people, joining groups; they are good at understanding people, leading others,

organizing, communicating, manipulating and mediating conflicts; they learn best by

sharing, comparing, relating, cooperating, interviewing.

Self esteem and empathy:

Empathy, the ability to put oneself in another’s shoes. The teacher should show empathy
and create the conditions which make the learner less anxious, make him feel accepted
and make him form positive energy from his fear.
Self-esteem: psychological and social phenomenon in which an individual evaluates
his/her competence and own self according to some values. In the context of language
learning means the way learners perceive their linguistic and communicative
competence. Self-esteem can influence SLL; for people who has positive self-image may
be more willing to try new language tasks, participate in class
discussions(risk-takers/motivated), while Individuals who doubt their abilities may feel
more anxious about making mistakes or being judged by others.
Risk-taking and anxiety:
Risk taking: Linguists defined risk-taking as an ability of being eager to try out new
information intelligently regardless of embarrassment in linguistics. Risk-taking is one
of the important parts in learning second language. Risk-takers always participate and
express their thought even if they are not sure about their answers they don’t think
more about accuracy.
The way teachers provide feedback and address errors also influences SLL. They
shouldn’t give negative or aggressive offensive feedback.
Anxiety: It refers to the fear or apprehension experienced by individuals when faced
with language-related tasks, such as learning a new language, speaking in a foreign
language, or participating in language classes. Anxious learners are afraid of making
mistakes, they think that they will be unable to perform or they will be limited in their
ability to learn.
Dependence/Independence and inhibition:
Independence in language learning involves becoming an autonomous learner.
Autonomous learners take control of their learning process and set goals. Independent
learners they don’t see teachers as the only source of information. (self-directed)
Dependence learners may thrive in highly structured learning environments where
tasks, activities, and expectations are clearly defined by the teacher. Dependence
learners may seek external validation and approval, such as grades or praise from
teachers, to measure their language proficiency and success.

Content based language

is a tool for getting information about the world? In this approach message is more
important than the form. Interdisciplinary or in another word: cross-curricular
approach, by which content can be integrated into English teaching, is based on a lot of
authentic materials taken from various text types such as newspapers, journals,
pamphlets, guidebooks etc. These texts cover a wide range of topics, so in addition to
broadening your students’ minds, they will build up their vocabulary as well.

Task-based approach: this approach sees language learning as learning through doing. It
focuses on meaning. Here task is considered as a goal-oriented activity in which learners
use their language to achieve a real outcome.
According to Noonan task is organized into
components: goals, input, activity ,teacher role, learner role ,setting.

Classroom environment:
Physical environment: the physical material is the state responsibility to build well
designed, equipped classrooms where technology and other instructional materials exist
to enhance the learning experience.
Psychological/social environment: teachers are responsible of creating comfortable,
warm, and less inhibited environment where mistakes are viewed as learning
opportunities. Tasks that encourage student’s collaboration and interaction help also in
creating suitable environment.