1. Discuss if you make more errors in speaking or writing.
2. Make a list of common errors made by you or your learners.
3. Think of possible reasons for these errors.
“Why do people make mistakes?”
1) lack of knowledge (mislearning),
2) pressure, fatigue, inattentiveness, distraction,
3) L1 interference (I’ve got pen),
4) overgeneralization (I comed).
5) because we evolve (it/s natural to make mistakes when we learn)
1) lack of knowledge (mislearning),
2) pressure, fatigue, inattentiveness, distraction,
3) L1 interference (I’ve got pen),
4) overgeneralization (I comed).
5) because we evolve (it/s natural to make mistakes when we learn)
Naturally, learning is fundamentally a process that involves the
making of mistakes.
Mistakes, misjudgements, miscalculations, and erroneous assumption
form an important aspect of learning virtually any skill or acquiring
information.
1- D 3 -B 2 -A 4-C
1. This is where faulty rules and forms, etc. 2. These are similar to mistakes made by
become permanent fixtures in learners’ children learning their first language where
language use, i.e., they keep repeating the knowledge or understanding is incomplete.
same mistake and seem unable/unwilling to For example, overgeneralising errors occur
learn the correct version. A common where learners learn a grammar rule and
example of this error is the omission of ‘s’ in then apply it to more situations than it is
the third person singular verb forms. appropriate in - e.g. using the –ed ending for
irregular past tense verbs such as ‘go’ and
‘see’ (goed, seed).
3. Language is complex and students may 4. This is where learners transfer features of
only partly learn new rules, forms, their mother tongue (L1) to the language they
pronunciation, etc. Of course, misteaching are learning (L2). For example, Ukrainian
also plays a part here – e.g. if a teacher does learners tend to drop an article before a
not present new language clearly and countable noun in the singular, which is
concisely, then it is more likely that learners perfectly acceptable in Ukrainian, but wrong
will learn only partially. in English e.g. ‘I’ve got pen’ instead of ‘I’ve
got a pen’.
1. Developmental
2. Misleading
3.Overgeneralisation
4. Interference
5. Fossilisation
the process of an error becoming a habit so that a student often
makes it and finds it difficult to change:
E.g. Perhaps fossilization of errors is inevitable in second language
acquisition.
wear in dress
go in work
bought – [botch]
imaginative – [… neitiv]
in Monday
He say what he will come
I will found
What he has products?
travel companion = tour guide
How can you use the knowledge of
the reasons for learners errors?
Finding solutions
Preventing typical
Realizing by teacher
Anticipating possible mistakes
Making students conscious
decide which learners’ errors to correct and which not to correct
• assess objectively learners’ language skills and performance
• consider the necessity of error correction sessions in lesson
planning
• anticipate learners’ possible errors and find ways to prevent
them.
Learner’s errors are significant in providing the instructor or
researcher concerning
(1) evidence of how language is learned or acquired ,
(2) what strategies or procedures the learner is employing in the
discovery of the language.
