1. LEARNER MISTAKES Гайнуллин Гусман Салихжанович,
учитель английского языка
высшей квалификационной категории,
МАОУ «Лицей-интернат №7» г. Казани

2. MAKING MISTAKES IS A
NATURAL
PART OF LEARNING A
SECOND
LANGUAGE

3. 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?

4. Slips vs. Errors
Slips:
Errors: L1 L2

5. Slips vs. Errors
Which one can be considered ‘developmental’, i.e. Ss make mistakes because their learning of the item is as yet incomplete?
Which type can Ss usually correct by
themselves?

6. Why L2 learners make errors
Factors in learner errors:
Interference
Developmental error
Mislearning
Fossilisation

7. The nature of typical mistakes
Age groups
Levels
Background
Learning styles
 ………..

8. Mistake categories Grammar Register Lexis Pronunciation
Misunderstanding what they hear
Spelling
 …….

9. Mistake categories Grammar – mixing up tenses Register- context
Lexis –
using formal language in informal
confusion over words with similar meaning
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

10. SUMMING UP A BIT: 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

11. 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

12. Why do we make mistakes-2 ?
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 –
sentences)
Feeling nervous (e.g. disjointed

13. correction QUIZ TIME 1) Dos and don'ts of error
2) Why L2 learners make errors in a foreign language quiz

14. The dos and don’ts of error correction
Tell Ss what they got right as well as what was wrong
Praise is very important for motivation and developing self-confidence
Don’t
Judge Ss by the errors they make
Errors are inevitable and integral part of learning, so there are no point in deciding that learners are “good” or “bad”
Correct all mistakes during a fluency activity
If you do this you will interrupt the flow of activity. Only correct them if the error causes miscommunication
Encourage Ss to correct themselves
This is a good habit – the more they can do this the less dependent on the teacher they will be and will help them to analyse and understand better
Discourage Ss from correcting each other
Ss can learn a lot from each other. Ss are often able to explain things to each other in a way they understand better then when T explains

15. The dos and don’ts of error correction
Correct all learners in the same way
Ss may be at different levels, have different learning styles and work at different paces. Ts need to consider when Ss would benefit from correction and when not Do
Create a classroom atmosphere where Ss feel
free to ask for help
This helps self-confidence and encourages Ss to try things out for themselves
See errors as useful
Ts can learn about their Ss through 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 might occur when planning a lesson
A good T tries to predict the types of errors a particular activity may throw up and then work out strategies for dealing with them. (e.g. pre-teaching the vocabulary)

16. What are these correction codes?
WW WO SP V
P X ? T

17. 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

18. Correction codes PROS feedback tailored to individual needs Ss assume
responsibility
CONS
Ss training is required
some Ss may find it not user-friendly

19. Reflection How important is accuracy?
Is it always necessary to correct
learners’ mistakes?
What effect can correction have on
motivation?

20. Thank you!