1. She like this picture. (Talking about present habit)

HANDOUT 1

Look at the following examples of learners’ oral mistakes. There are mistakes of accuracy (grammar, pronunciation, vocabulary,) and appropriacy. Can you identify them?

1. She like this picture. (Talking about present habit)

2. Shut up! (Said to a classmate)

3. I wear my suit in the sea.

4. Do you know where is the post office?

5. The dog [bi:t] me (Talking about a dog attacking someone)

6. What [h p n’ed]?

HANDOUT 2

The role of error

There are two main reasons why second language learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English.

The second reason why learners make errors is because they are unconsciously working out and organizing language, but this process is not yet complete. This kind of error is called a developmental error. Learners of whatever mother tongue make this kind of errors, which are often similar to those made by a young first language speaker as part of their normal language development. For example, very young first language speakers of English often make mistakes with verb forms, saying things such as “I goed” instead of “I went”. Errors such as this one, in which learners wrongly apply a rule for one item of the language to another item, are known as overgeneralization. Once children develop, these errors disappear, and as a second language learner’s language ability increases, these kinds of errors also disappear.

Errors are part of learners’ interlanguage, i.e. the learners’ own version of the second language which they speak as they learn. Learners unconsciously process, i.e. analyse and reorganize their interlanguage, so it is not fixed. It develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.

Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on and experimenting with language. We go through stages of learning new language, and each new piece of language we learn helps us to learn other pieces of language that we already know more fully – like pieces of a jigsaw puzzle which only make full sense when they are all in place.

Developmental errors and errors of interference can disappear by themselves, without correction, as the learner learns more language. In fact, correction may only help learners if they are ready for it, i.e. they are at the right stage in their individual learning process. But experts believe that learners can be helped to develop their interlanguage. There are three main ways of doing this. Firstly, learners need exposure to lots of interesting language at the right level: secondly they need to use language with other people; and thirdly they need to focus their attention on the forms of language.

Sometimes errors do not disappear, but get ‘fossilised’. Fossilised errors are errors which a learner does not stop making and which last for a long time, even for ever, in his/her foreign language use. They often happen when learners, particularly adults, are able to communicate as much as they need to in the foreign language and so have no communicative reason to improve their language. These fossilised errors may be the result of lack of exposure to the L2 (second language) and/or of a learner’s lack of motivation to improve their level of accuracy.

(taken from The TKT Course, CUP)

HANDOUT 3

1.