Ila YL 2013

identify the importance of encouraging learners to take linguistic

risks and make errors in the classroom

brainstorm common errors in speech and writing produced by VN

learners

discuss the importance of providing feedback on written errors

consider ways of providing immediate and delayed feedback on

errors in learner speech

discuss practical ways of promoting peer correction, avoiding

overt correction, and using correction codes to encourage
autonomy
What are the implications for the Yl’s classroom?

 Discuss with your partner

 YL’s vs Adults (1)

 YL’s are often less inhibited than adult

learners and are less worried about making
mistakes

 What are the implications for teaching?

 

Communication should be encouraged:

 Risk taking and experimenting is
essential
 YL’s vs Adults (2)
 Young learners acquire whole ‘chunks of language’
for which they may be not be able to process
feedback.

 Krashen’s theory: in acquiring a first language, a

young child takes little notice of parental correction.
Since learners follow a similar process in acquiring a
second or foreign language, correction by the
teacher is of dubious value.

 What are the implications for teaching?

 

Teachers should not over correct: might

not be conducive to learning
 YL’s vs Adults (3)
 Yl’s value communication over accuracy
whereas adults may be more aware of the
importance of accuracy and put more effort
into achieving this goal

 What are the implications for teaching?

We need to create a reason or
motivation for being accurate
e.g. giving points, rewards
Think of the time you were a pupil…what was
the teacher’s attitude towards errors?

 What is a traditional approach towards error

vs recent views?
 Back in the days…

• In the 50’s and 60’s: behaviorists saw errors as

something to be absolutely avoided though
intensive modeling and drilling.
 Nowadays…
• Errors are seen as evidence that progress is
being made
Students errors are evidence that learning is
taking place’. Scrivener
• Errors are now seen as reflections of a
learner’s stage of interlanguage development
‘Language learning is seen as a creative
construction process and error is an inevitable
and positive part of that process.’ Tricia Hedge
ERRORS SHOW THAT LEARNERS ARE….
• experimenting with language
• trying out ideas
• taking risks
• Attempting to communicate
• Making progress
 Our aims when correcting:
• Building confidence
• Raising awareness
• Acknowledging progress
• Helping students to become more accurate in
their use of language

(Scrivener)
 ERROR or MISTAKE?

With your partner, discuss the difference

between the two
• Mistakes: caused through inability to perform that knowledge in production
because of factors to do with carelessness, tiredness, distractions, or difficult
circumstances.
• Can be self-corrected if attention is drawn to them
•
• systematic errors = evidence of learners’ current stage of interlanguage and which
are to do with incomplete or faulty knowledge of English.
• The teacher must decide whether an indication of error is likely to provide useful
feedback which can help the individual and the whole class.
• But young learners acquire whole ‘chunks of language’ for which they may be not
be able to process feedback.
•
• Global errors vs local errors: Teacher should check if the error impede
understanding
• Global error: cause misunderstanding Smoked worm for smoked ham
• Local error: relate only to part of what is said ( there are long trees on the side of
the street/ easier to guess it was ‘high’
 Task 1: error terminology
• Look at the end out and match the different
types of errors and the desciption