The following work discusses a specific type of error in the second language classroom – induced errors. Regarding this category of error a wide range of reasons can elicit their committal.
A definition of the term ‘induced errors’ as well as a description of its distinctive features will be provided before the different types of errors and their sources are going to be discussed in detail.
Since the course Errors in Second Language Learning was designed for future teachers, the section on induced errors and their sources will be followed by pedagogical deductions concerning the avoidance or at least reduction of induced errors.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Induced errors
- Errors induced by teachers: teacher-talk and deficiencies in other fields
- Material-induced errors
- Exercise-based induced errors
- Errors induced by pedagogical and methodological priorities
- Look-up errors
- Errors induced by poetic deviations
- Pedagogical Deductions
- Bibliography
- Internet source
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper examines a specific type of error commonly encountered in second language classrooms: induced errors. It explores various reasons for the occurrence of these errors, defines the concept of "induced errors," and outlines their distinctive characteristics. The paper delves into different types of induced errors and their sources, providing a detailed analysis.
- The definition and characteristics of induced errors
- The different types of induced errors and their sources
- The role of teacher-talk and deficiencies in other fields in inducing errors
- The impact of materials, exercises, and pedagogical approaches on error induction
- Pedagogical deductions for minimizing or avoiding induced errors
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the topic of induced errors in second language learning, outlining the paper's scope and objectives. It provides a preliminary definition of induced errors and highlights the significance of this category of errors in classroom contexts.
- Induced errors: This chapter delves into the concept of induced errors, differentiating them from spontaneously generated errors. It examines various sources of induced errors, focusing on the role of the classroom environment, including teacher behavior, teaching materials, exercises, and pedagogical approaches.
- Errors induced by teachers: teacher-talk and deficiencies in other fields: This chapter specifically explores errors induced by teachers, focusing on the potential for teachers' language deficiencies to lead to student errors. It discusses various aspects of teacher behavior that can induce errors, including their speech, writing, explanations of vocabulary, and grammar instruction.
Schlüsselwörter (Keywords)
The core focus of this paper lies in the analysis of induced errors in second language learning. Key concepts include error analysis, teacher-talk, material-induced errors, exercise-based errors, pedagogical and methodological priorities, and the impact of these factors on error induction in the classroom setting. The paper also examines pedagogical deductions for minimizing or avoiding induced errors, offering practical insights for second language teachers.
- Citar trabajo
- Anja Dinter (Autor), 2004, Induced errors - sources and pedagogical deductions, Múnich, GRIN Verlag, https://www.grin.com/document/75117
