Learner mistakes

Olga Boltneva
Marina Belousova
The role of error

Outcomes:
 distinguishing different types of mistakes:
errors vs. slips
 understanding factors in learner errors and
reasons underlying different mistakes
 categorising types of mistakes
 discussing some of the issues involved in error
correction
MAKING MISTAKES IS A
NATURAL AND POSITIVE
PART OF LEARNING A
SECOND
LANGUAGE
 Did your teachers put a strong emphasis
on correcting mistakes, or did they make
you feel that it was acceptable to make
mistakes?
 How did this make you feel – in either of
these situations?
Slips vs. Errors
 Slips:
Ss know the correct form, and make the slip due to
carelessness, tiredness, distraction, inattentiveness, etc.
Ss can usually correct these kinds of mistakes
themselves
 Errors:
Ss make a genuine mistake because don’t actually
know the correct form. The error is made due to factors
such as trying to produce something which has not been
fully learnt or learnt incorrectly, interference from L1,
mistaken beliefs about the L2 rules. Ss are not usually
able to self-correct errors

NB! L1 – first language or mother tongue

L2 – target language or a second or foreign language
Slips vs. Errors

1) Which one can be considered

‘developmental’, i.e. Ss make mistakes
because their learning of the item is as
yet incomplete?
2) Which type can Ss usually correct by
themselves?
Why L2 learners make errors

Factors in learner errors:

Interference
Developmental error
Mislearning
Fossilisation
The nature of typical mistakes

 Age groups
 Levels
 Background
 Learning styles
 ………..
Mistake categories

 Grammar
 Register
 Lexis
 Pronunciation
 Misunderstanding what they hear
 Spelling
 …….
Mistake categories
 Grammar – mixing up tenses
 Register- using formal language in informal
context
 Lexis – confusion over words with similar
meanings
 Pronunciation – confusing sounds of L1 & L2
 Misunderstanding what they hear – caused by
difficulties in distinguishing sounds, words, word
boundaries in connected speech
 Spelling – writing words which have similar
sounds but are spelt differently
 Making mistakes is a natural part of
language learning.
 Mistakes play an important role in
indicating to teachers the stage learners
are at
 Mistakes show needs for further teaching
or study
 Mistakes help teachers to advise learners
on what to do to improve
Why do we make mistakes?
 Interlanguage – A stage in learning in which Ss
mix elements of L1 structure, rules or
pronunciation with L2 when they use L2. This is
constantly changing as learners progress in L2
(By me a dog, I no come)
 Mother-tongue interference – Applying the
rules of L1 to L2 (The news are good)
 Carelessness – Not paying attention (I’ll be in a
minute, I am just wearing my coat. (I am just
putting my coat on)
NB! This could be also due to tiredness or
interlanguage
Why do we make mistakes?
 Translation - Converting from L1. This cause is
very close to Mother-tongue interference
category (e.g. using ‘please’ when you give
someone something)
 Over-generalisation/over-application –
assuming a rule applies in all cases and over-
using it (How many childs have you got?)
 Tiredness – Feeling tired (e.g. missing out
words, using simpler forms). Ss can correct
these when prompted
 Anxiety – Feeling nervous (e.g. disjointed
sentences)
 The dos and don’ts of error
correction
Tell Ss what they got right as Praise is very important for motivation
Do well as what was wrong and developing self-confidence
Judge Ss by the errors they Errors are inevitable and integral part
Don’t make of learning, so there are no point in
deciding that learners are “good” or
“bad”
Correct all mistakes during a If you do this you will interrupt the flow
Don’t fluency activity of activity. Only correct them if the
error causes miscommunication
Encourage Ss to correct This is a good habit – the more they
Do themselves can do this the less dependent on the
teacher they will be and will help them
to analyse and understand better
Discourage Ss from Ss can learn a lot from each other. Ss
Don’t correcting each other are often able to explain things to
each other in a way they understand
better then when T explains
The dos and don’ts of error correction
Correct all learners in Ss may be at different levels, have
Don’t different learning styles and work at
the same way
different paces. Ts need to consider
when Ss would benefit from correction
and when not
Create a classroom This helps self-confidence and
Do atmosphere where Ss feel encourages Ss to try things out for
themselves
free to ask for help

See errors as useful Ts can learn about their Ss through

Do the kinds of errors they make. Errors
can provide feedback on the T’s work,
and may help her to plan or adjust
activities in future lessons
Anticipate the errors that A good T tries to predict the types of
Do might occur when errors a particular activity may throw
planning a lesson up and then work out strategies for
dealing with them. (e.g. pre-teaching
the vocabulary)
Correction codes
WW
WO
SP
V
P
X
?
T
Correction codes
WW Wrong word
WO Mistake in word order
SP Spelling mistake
V Verb used wrongly
P Wrong punctuation
X Extra word
? Meaning unclear
T Wrong tense
Something missing
Correction codes

PROS CONS
 feedback tailored to  Ss training is required
individual needs  some Ss may find it
 Ss assume not user-friendly
responsibility
Reflection

 How important is accuracy?

 Is it always necessary to correct
learners’ mistakes?
 What effect can correction have on
motivation?
Thank you!