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Society and innovations
Journal home page:
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The importance of error correction in foreign language
learning
Hiloliddin ABSALOMOV
1
, Sirojiddin ESANOV
2
, Halim HAKIMOV
3
Samarkand State Institute of foreign languages
Samarkand branch of the Institute of Retraining and Advanced Training of Physical Culture and Sports
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
30 January 2022
Accepted 20 February 2022
Available online
15 March 2022
This article describes the types of errors and the ways how
and when to correct them. While learning a foreign language,
for sure we can come across the errors and mistakes, and here
we are going to share with you some experiences in overcoming
them. One of the biggest dilemmas for teachers is to know when
and if to correct students and how to do it. Over-correcting
students might result in students losing motivation and the
destruction of the flow of the class. The most appropriate thing
to do is to talk to your students about error correction and
discuss when they like to be corrected.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss2/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
foreign,
language,
earning,
errors,
mistakes,
error correction,
technique.
Chet tilini
o‘
rganishda xatolarni tuzatishning ahamiyati
ANNOTATSIYA
Kalit s
o‘
zlar:
chet tili,
til
o‘
rganish,
xatolar,
xatolar,
xatolarni tuzatish,
texnika.
Ushbu maqolada xatolar turlari va ularni qanday va qachon
tuzatish usullari tasvirlangan. Chet tilini
o‘
rganayotganda,
albatta, biz xato va kamchiliklarga duch kelishimiz mumkin va
bu yerda biz siz bilan ularni bartaraf etish b
o‘
yicha ba
’
zi
tajribalar bilan
o‘
rtoqlashmoqchimiz.
O‘
qituvchilar uchun eng
katta dilemmalardan biri talabalarni qachon va qay tarzda
tuzatish kerakligini va buni qanday qilishni bilishlaridadir.
Talabalarni haddan tashqari tuzatish
o‘
quvchilar motivatsiya-
sining y
o‘
qolishiga va sinf oqimining buzilishiga olib kelishi
mumkin. Eng t
o‘g‘
ri narsa bu
o‘
quvchilaringiz bilan xatolarni
tuzatish haqida gaplashish va ular qachon tuzatishni xohlash-
larini muhokama qilishdir.
1
Lecturer at Samarkand State Institute of foreign languages. Samarkand, Uzbekistan.
2
Lecturer at Samarkand State Institute of foreign languages. Samarkand, Uzbekistan.
3
English teacher, Samarkand branch of the Institute of Retraining and Advanced Training of Physical Culture and
Sports. Samarkand, Uzbekistan.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
290
Важность
исправления
ошибок
в
изучении
иностранного языка
АННОТАЦИЯ
Ключевые слова:
иностранный,
изучение языка,
ошибки,
ошибки,
исправление ошибок,
методика.
В данной статье описаны типы ошибок и способы, как и
когда их исправлять. При изучении иностранного языка
наверняка мы можем столкнуться с ошибками и ошибками,
и здесь мы собираемся поделиться с вами некоторым
опытом их преодоления. Одна из самых больших дилемм
для учителей состоит в том, чтобы знать, когда и нужно ли
исправлять учеников и как это делать. Чрезмерное
исправление учеников может привести к потере
мотивации учеников и нарушению потока в классе. Лучше
всего поговорить со своими учениками об исправлении
ошибок и обсудить, когда они хотят, чтобы их исправили.
INTRODUCTION
As teachers, we are told that error correction is necessary. However, the value of
error correction has long been discussed. Is what we are doing enough or should we stop
altogether? In our post-method, eclectic, throw-everything-at-them-and-something-is-
bound-to-stick era we need to be aware of the options available so we can decide what is
best for us and our students. One of the biggest dilemmas for teachers is to know when
and if to correct students and how to do it.
MAIN PART:
One of the biggest dilemmas for teachers is to know when and if to correct
students and how to do it.
Over-correcting students might result in students losing motivation and the
destruction of the flow of the class.
The most appropriate thing to do is to talk to your students about error correction
and discuss when they like to be corrected.
For your attention, here are some expert opinions on error correction have
evolved over the years. Take a look at these quotes and consider which one most closely
represents your personal opinion.
•
Like sin, error is to be avoided and its influence overcome, but its presence is to
be expected
–
Brooks (1960).
•
Error correction is a serious mistake because it puts students on the defensive
and causes them to avoid complex constructions
–
Krashen (1982).
•
You should tell students they are making mistakes, insist on accuracy and ask for
repetition
–
Harmer (1983).
•
There is a place for correction, but we should not overestimate it
–
Ur (1996).
•
Feedback on learners
’
performance in an instructional environment presents an
opportunity for learning to take place
–
Larsen-Freeman (2003).
•
Correction works best when done in context at the time the learner makes the
error
–
Mackay (2007).
It is well known that in foreign language teaching, in our case it is English, there
have traditionally been two categories, errors and slips. First of all, we have to
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
291
distinguish types of errors, what makes them to happen and then we have to find the way
out how to correct the mistakes without demotivating the students.
Errors happen when a learner doesn
’
t have sufficient knowledge of the language.
This could occur when they have never been exposed the language and make an error
because they have no prior knowledge to refer to. These are known as attempts. Or
errors could come from the language having been acquired incorrectly and as far as they
are concerned, they are correct. These are fossilized errors.
Slips are the opposite end of the error spectrum. Slips happen when a learner
knows the language but due to the speed of conversation or other factors, they say or
write something incorrect. These are often self-corrected or ignored. They even happen
to native speakers when we mispronounce a word or mix up words in an idiom that
we
’
ve used a million times.
There is a bit of a gap here. We need something to fill in the middle ground. That is
what we refer to as mistakes. Mistakes happen when a learner forgets the language that
they have already acquired. It
’
s not that they don
’
t have the language, it
’
s that they
haven
’
t accessed it correctly. Typical mistakes would come from L1 influence and often
involve the use of false cognates or word order. The over-application of L1 rules in
L2 frequently causes mistakes. This could happen to native speakers too, especially
children. The typical example is when they conjugate an irregular past verb incorrectly
(e.g. teach
ed
) because they have learnt a new rule and they start applying it too much.
Жамият
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292
When should we correct?
Correcting errors
Errors are the most difficult to correct, because not only are
you providing a correction, you are also providing the knowledge necessary to fill the
student
’
s gap in understanding.
Errors should always be corrected; however, you
need to be very careful about when and how to correct them
.
CORRECTING MISTAKES
Mistakes should be dealt with completely differently. Mistakes are not due to lack
of knowledge. Therefore, if you delay correction, the student will look at the error and
instantly know what the
problem is. They will think something along the lines of “Oh
yeah, I knew that”. So, what have we achieved as a teacher at that point? We haven’
t
helped to fill any gaps in knowledge.
Mistake
Correction
Note
It depends of the weather
It depends on the weather
Not the same as in Spanish
I
’
ve lived in Barcelon since
six years
I
’
ve lived in Barcelona for six years
Since
–
for points in time
For
–
For periods
That
’
s why
mistakes should be corrected the moment they are made
, even
during a fluency activity. If you correctly identified the problem as a mistake, not an
error, the correction should be quick and easy.
CORRECTING SLIPS
Slips don
’
t need to be corrected at all
. Slips are like your mother always
confusing you and your siblin
g’
s names. You know that she knows who you are, she just
can
’
t ever seem to get it right. Correcting your mother may be satisfying for you as the
corrector, but it
’
s not going to help her understand better who you are. And it might just
make her flustered.
CONCLUSION:
It can be concluded that we
’
ve all been in the situation where we try to correct an
error quickly, only to get pulled down a rabbit hole where before we know it the board is
covered in example sentences, phonemes and an explanation of the present perfect
continuous. So, whichever way you go about correcting your students, try to keep the
Жамият
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experience positive for the learner and try to avoid de-motivating the learner. The
correction of errors has to be structured and formulated in a way that allows students to
recognise how to form the correct language, but without breaking the flow of the class.
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1.
Woodward T. (2001). Planning Lessons and Courses. Cambridge, CUP
2.
Tomlinson B. (Ed.) (2010). Materials Development in Language Teaching.
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3.
Nunan D. (2009). Task-based Language Teaching. Cambridge: Cambridge
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4.
Wainryb R. (1992) Classroom Observation Tasks, Cambridge University Press,
ISBN 0 521 40722 2.
5.
James P. (2001). Teachers in Action. Cambridge and New York: Cambridge
University Press.
6.
Hughes A. (2003) Testing for Language Teaching. Cambridge: Cambridge
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7.
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http://www.teachingenglish.org.uk/article/error-correction-1.
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http://www.teachingenglish.org.uk/article/error-correction-2.
