The treatment of oral errors in English second language classrooms
Abstract
The problem investigated in this study is how oral errors are
treated in the ESL classroom. It is hypothesized that most
teachers do not treat oral errors, although there is a variety
of methods they may employ to do so. According to many
researchers, teachers also ought to allow pupils to correct
their own errors.
The aims of this study are therefore to determine whether oral
errors are treated and, if they are, which type of error is
treated most/less frequently, and which type of oral error
treatment is preferred by teachers. The extent of treatment by
pupils themselves is also investigated.
The literature survey covers the relations between oral errors
in the Ll and the L2, the significance of oral L2 errors, as
well as the nature and causes of these errors. Researchers have
opposing views on the treatment of L2 learners' oral errors, and
these different views are dealt with. Various different
frameworks employed in the analysis of oral errors are also
discussed.
The empirical investigation is based on the analysis of ten
lessons by teachers of two Std. 7 classes. These lessons
were analysed according to a specific framework and the results
revealed that most oral errors were ignored by the teachers.
The three categories of error which were ignored most were
errors in agreement, pronunciation, and tense. However, a
promising result emanating from this study was that, although
teachers ignored most errors, the second and third most popular
methods of error treatment were questions and transfer . Both
these methods leave room f or the treatment of errors by pupils
themselves.
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- Humanities [2667]
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