Foreign Language Pedagogy (FLP), in general, aims to convey to teachers the essential information about the role of the learner and the teacher in the process of language learning, and also provides them with theoretical, didactic methods and practical means for the foreign language classroom (FLC). We can even go a step further by claiming that the mission of FLP is to research for and establish the supreme way of a teaching a foreign language (FL) to the learners.
However, within this field of research it becomes quite obvious that the learners take in a rather passive role and do not contribute very much to new research data and, hence, new approaches towards foreign language teaching (FLT). This thesis can be held true, to give just one example, when we consider the various teaching methods for the FLC. Although the role of the learner is taken into account in each method, the learners are fairly more than “testing objects” of teaching models hypothesized by didactic scientists. On the other hand, one must admit that in correspondence with the recent emergence and establishment of the communicative approach (CA), the learners preferences and demands have been taken far more into consideration and their linguistic and communicative performance serve as source for methodological research input and constructive, teacher strategies-oriented as well as learner strategies-oriented output offered by science. Recently, and paradoxically enough, it can be perceived intensive discussion concerning the question how to deal best with errors produced by learners. More precisely, there has been a shift from the formerly applied “Contrastive Analysis” (CAH) toward the occupation with “Error Analysis” (EA). (...)
Inhaltsverzeichnis (Table of Contents)
- What is error analysis and what are its goals?
- A retrospective: The Contrastive Analysis Hypothesis (CAH)
- The Interlanguage Hypothesis: A starting point for the evolution of EA
- Error identification and description
- Defining (and classifying) deviances
- Error Diagnosis: Sources of Errors
- Learning strategy-based errors
- Strategies of L1 transfer (Interlingual Interference)
- Strategies of L2 approximation (Intralingual Interference)
- Strategies of reduction
- Strategies of circumlocution and paraphrasing
- Induced errors
- Fossilization
- Error Evaluation and Error Gravity
- Form-focused teaching
- Grammaticality - Acceptability - Correctness
- Communication-focused teaching
- Comprehensibility – Intelligibility – Communicativity
- Error correction: Whether, when, what and how to correct?
- Error correction in form-focused teaching
- Correction proper and remediation
- Error correction in communication-focused teaching
- Feedback and 'confirmation checks'
- Noticing errors
- Outlook
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This text aims to explore error analysis (EA) in foreign language pedagogy, moving beyond the limitations of contrastive analysis. It examines the process of identifying, diagnosing, evaluating, and correcting errors made by second language learners. The text also investigates different teaching approaches and their impact on error treatment.
- The evolution of error analysis from contrastive analysis.
- The identification and classification of learner errors.
- The sources of learner errors (interlingual and intralingual interference).
- The evaluation of error gravity and its implications for teaching.
- Effective strategies for error correction in different teaching contexts.
Zusammenfassung der Kapitel (Chapter Summaries)
What is error analysis and what are its goals?: This chapter introduces error analysis (EA) as a field of study within foreign language pedagogy, contrasting it with the earlier contrastive analysis hypothesis (CAH). It highlights the shift from viewing errors solely as a reflection of first language interference to recognizing their role as integral to the learning process. The chapter establishes the main objectives of EA: precise identification and classification of errors to provide effective, learner-oriented feedback and focus on crucial linguistic aspects, thus ultimately improving both learner progress and teacher confidence in handling errors. The discussion also underscores the importance of understanding the learner's perspective and their strategies in language acquisition.
Error identification and description: This chapter focuses on the practical aspects of identifying and describing errors in learner language. It emphasizes the importance of a well-developed, yet simple and easily understandable system for error description. The chapter also highlights the challenges involved in error detection, noting differences in the ease of identifying errors in written versus spoken language, and the tendency to overlook one's own errors while readily identifying those of others. The variability in error detection rates among native and non-native teachers is discussed.
Error Diagnosis: Sources of Errors: This chapter delves into the origins of learner errors, categorizing them based on learning strategies (L1 transfer, L2 approximation, reduction, circumlocution) and induced errors. It introduces the concept of fossilization, where certain errors become ingrained despite exposure to correct forms. The chapter lays the groundwork for understanding the diverse factors that contribute to errors in language acquisition.
Error Evaluation and Error Gravity: This chapter explores how errors are evaluated, contrasting form-focused and communication-focused teaching approaches. Form-focused teaching prioritizes grammatical correctness, while communication-focused teaching emphasizes intelligibility and communicative success. The chapter discusses the importance of distinguishing between severe errors that hinder communication and less significant errors. It sets the stage for understanding how different pedagogical approaches influence error treatment.
Error correction: Whether, when, what and how to correct?: This chapter addresses the practical aspects of error correction within form-focused and communication-focused teaching methodologies. It examines different correction techniques, such as direct correction and remediation, and feedback strategies like confirmation checks. The chapter explores the role of learner awareness (noticing errors) in successful error correction. The nuanced approach to error correction depending on the teaching philosophy is central to this chapter's theme.
Schlüsselwörter (Keywords)
Error analysis, contrastive analysis hypothesis, interlanguage hypothesis, error identification, error description, error diagnosis, learning strategies, interlingual interference, intralingual interference, error evaluation, error gravity, error correction, form-focused teaching, communication-focused teaching, fossilization, feedback, learner strategies, second language acquisition.
Frequently Asked Questions: A Comprehensive Guide to Error Analysis in Foreign Language Pedagogy
What is this text about?
This text provides a comprehensive overview of error analysis (EA) in foreign language teaching. It explores the evolution of EA from contrastive analysis, examines methods for identifying, diagnosing, and evaluating learner errors, and discusses various approaches to error correction within different teaching methodologies (form-focused vs. communication-focused).
What are the main objectives of error analysis?
The main objectives of error analysis are to precisely identify and classify learner errors to provide effective, learner-oriented feedback, focus on crucial linguistic aspects, and ultimately improve both learner progress and teacher confidence in handling errors. Understanding the learner's perspective and their strategies in language acquisition is also crucial.
How does this text differ from contrastive analysis?
This text moves beyond the limitations of contrastive analysis (CAH), which primarily focused on comparing the learner's first language (L1) with the target language (L2) to explain errors. It acknowledges that errors are not solely a reflection of L1 interference but are integral to the language learning process, resulting from various strategies and factors beyond simple L1 transfer.
What are the different stages involved in error analysis?
The text outlines several key stages: 1) Error identification and description (defining and classifying deviances); 2) Error diagnosis (exploring sources like L1 transfer, L2 approximation, reduction, circumlocution, and induced errors); 3) Error evaluation (assessing error gravity considering form-focused vs. communication-focused teaching approaches); and 4) Error correction (deciding whether, when, what, and how to correct errors in different teaching contexts).
What are the sources of learner errors?
Learner errors stem from various sources, categorized as learning strategies: Interlingual interference (L1 transfer), Intralingual interference (L2 approximation), Reduction (simplification), Circumlocution (paraphrasing), and Induced errors (errors caused by teaching materials or teacher input). The concept of fossilization, where errors become ingrained, is also addressed.
How are errors evaluated?
Error evaluation depends on the teaching approach. Form-focused teaching prioritizes grammatical correctness, while communication-focused teaching emphasizes intelligibility and communicative success. The severity of errors is also considered; some errors significantly hinder communication while others are less impactful.
What are the different approaches to error correction?
The text discusses error correction within form-focused and communication-focused teaching. Form-focused teaching might employ direct correction and remediation, while communication-focused teaching might utilize feedback and "confirmation checks." The importance of learner awareness (noticing errors) is highlighted as crucial for successful correction. The decision of whether to correct, when to correct, and how to correct is dependent on the specific teaching philosophy.
What are the key concepts discussed in the text?
Key concepts include error analysis, contrastive analysis hypothesis, interlanguage hypothesis, error identification, error description, error diagnosis, learning strategies (interlingual and intralingual interference), error evaluation, error gravity, error correction, form-focused teaching, communication-focused teaching, fossilization, feedback, and learner strategies.
What are the key differences between form-focused and communication-focused teaching regarding error correction?
Form-focused teaching emphasizes grammatical accuracy and may use direct correction or explicit feedback. Communication-focused teaching prioritizes successful communication and may utilize implicit feedback, such as recasts or clarification requests, focusing less on immediate correction of every error.
- Quote paper
- M.A of Education Robert Wetzorke (Author), 2005, An Introduction to the Concept of Error Analysis, Munich, GRIN Verlag, https://www.grin.com/document/140390