Teaching English as a Foreign Language, Second Edition
Download 0.82 Mb. Pdf ko'rish
|
teaching-english-as-a-foreign-language-routledge-education-books
Errors, Correction and Remedial Work
136 generalise a rule they know (the past tense is formed by adding -ed; plural forms have an -s at the end) to apply to all cases. The restrictions on the application of the rule have not been learnt. Recent experimental evidence suggests that even in adult learners where the mother tongue system is deeply entrenched and transfer errors are at their peak, still only a minority of errors are attributable to mother tongue interference. In the case of children, errors attributable solely to interference represent a tiny percentage of all errors committed. It was a widespread belief until recently that contrastive analysis (comparing the learner’s mother tongue with the target language) would predict the difficulties a learner would encounter and so enable the teacher to concentrate on them and avoid them. Recent findings, plus observation in the classroom, that all predicted errors did not in fact prove to be difficulties have led to the conclusion that contrasting the learner’s mother tongue with English is primarily useful as an explanatory rather than predictive procedure. It is one of the possible causes for error which the teacher must consider, not a basis on which stands all his teaching. In short, it is clear from this brief discussion that the learner brings with him one source of error: his mother tongue. Even more importantly, the learning process itself is the source of other errors. The most sensible course of action, with present knowledge, for the teacher is to reject the extreme positions—on one hand that errors are wrong and must be avoided at all costs by very carefully controlled drilling; on the other that incorrect forms are necessary, even vital, and so should be actively planned into the teaching process—and attempt to blend the best features from both approaches into his error correction. The rest of this chapter suggests some practical procedures for dealing with errors. The first stage is to establish what the error is. The basic question to ask is whether what the learner intended to state is the same as the normal understanding of what he actually said or wrote. He may have wanted to communicate the idea that John entered the room, but his actual words were ‘John came to the room’. This is a superficially well-formed sentence. It would, however, give the listener a slightly Errors, Correction and Remedial Work 137 different impression than the speaker intended, since to come to somewhere need not necessarily imply that the person actually entered. He may, but he may not. The speaker’s intention was to convey the meaning that the person actually entered the room. The imprecise use of prepositions, although giving a plausible interpretation, caused the speaker to misrepresent his actual meaning. Very often the teacher in a case like this senses something is wrong. It is of course much easier where there is a clearly erroneous sentence such as ‘John entered into the room’. In either circumstance, the teacher can ask questions directly in an attempt to discover the learner’s original intention. Also there are elicitation techniques available (translation, or multiple-choice tests, for example) to enable the teacher to isolate more exactly the specific error. The second stage is to establish the possible sources of the error, to explain why it happened. It is important to do this as a full knowledge of the causes of an error enables the teacher to work out a more effective teaching strategy to deal with it. The main reasons for error were given earlier in this chapter: poor materials, bad teaching, errors from the learning process, and mother tongue interference. The last two factors are of most immediate practical use, since it is extremely difficult to identify errors which are solely attributable to the teaching and materials. If a French adult, for instance, said ‘John entered into the room’, it would be sensible to consider first the possibility of interference from ‘Jean est entré dans la salle’. It is not enough simply to have located the error and analysed its cause. The third step is to decide how serious the mistake is. The more serious the mistake, generally speaking, the higher priority it should have in remedial work. An obvious approach is to look at the error in linguistic terms and see what rules are broken. As a general principle, errors in the overall structure of sentences are more important than errors affecting parts of sentences, though there is no general agreement about a scale of error gravity. As a rough guide it has recently been suggested that the error-types considered most serious are: transformations, tense, concord, case, negation, articles, order, lexical errors. There is the further possibility of looking at a mistake in |
Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©fayllar.org 2024
ma'muriyatiga murojaat qiling
ma'muriyatiga murojaat qiling