Роль ошибок в изучении английского языка
презентация к уроку по английскому языку (10, 11 класс) на тему
Презентация, представленная на мастер-классе, раскрывает типы ошибок, допускаемых обучающимися при изучении иностранных языков и способах их устранения.
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Slips the result of tiredness, worry or other temporary emotions, circumstances Mistakes : Errors learners try to say something that is beyond their current level of knowledge
R easons for making errors Developmental Learners are unconsciously (without knowing or being aware) working out, organizing and experimenting with language they have learnt. Interference Influence from the learner’s first language ( mother tongue).
Overgeneralisation (‘I goed ’ instead of ‘I went’) Applying a rule too widely ... … using the past tense for the present perfect tense … making mistakes with past verb forms
Errors Part of learners interlanguage i.e . the learners’ own version of the second language which they speak as they learn Sometimes errors get fossilised lasting even for ever Can disappear by themselves as the learner learns more language
Errors correction Whether, when and how to correct learners What kind of mistake the learner is making Ignoring mistakes Errors, preventing communication, may be more important to correct than those which do not Different learners need to be corrected in different ways
Ways of helping learners get beyond their errors : Exposing to lots of language that is just beyond learner’s level of linguistic ability through reading or listening Giving opportunities to focus on the form of language through exercises
Ways of helping learners get beyond their errors Reformulation , when the teacher corrects what the student has said by repeating his words correctly without drawing the learner’s attention to the mistake Providing the learners with time in class to use language to communicate and interact and see if they can do successfully
Kinds of mistakes learners make CATEGORIES EXAMPLES Inaccuracy: pronunciation There was a terrible flood [ flu:d ] Inaccuracy: grammatical We swum in the lake every summer He have taken more than 100 photos last week News are reported 24 hours a day I ‘m pleased that you are interested of the story Do you come from the Canada? Inappropriate style/register Give me a cup of coffee (used in a café to order a coffee) Inaccuracy: lexical My grandfather is a senior man Inaccuracy : spelling Inaccuracy: punctuation The leafs were a beautiful colour Where does he leave.
Correcting learners mistakes Oral correction: Time lines: past now future х Finger correction to show where the mistake is Gestures or facial expressions Echo correcting Identifying Delayed correction Peer and self-correction Ignoring errors that are above the learners’ level Recasting
Written Correction Ag - agreement Gr - grammar Prep - preposition P -punctuation Sp - spelling T - verb tense V -vocabulary WF - word family WO - word order -good sentence ? - Ask me / I don’t understand - word missing
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Read the extract and notice how the learners are trying their best to communicate. Can you say which mistakes are slips, developmental errors, interference errors or fossilised errors?
Man: Er, what you doing in er November 24 th of er two years ago, three years ago? Woman: Two years ago, yes, this day I was er I going to my high school um and um I belonged to um English drama club. May be I, um, did exercise too, yes, but I’m not sure in the morning, in the afternoon M.; No, I ask you in the morning you….you go, you went to the school? W.; Yes, yes, that’s right. M; um me um at 24 I, I went to, is my birthday, yes, birthday, and er is, was important for me because Er, when um, in this years I , I was er eighteen years old and for me very important because er I like very much er to do um in um by car and er when yes, yes, for for my, my present was a car W.: Oh, it’s great present M. Yes, very great present | |
Read the extract and notice how the learners are trying their best to communicate. Can you say which mistakes are slips, developmental errors, interference errors or fossilised errors?
Man Er, what you doing in er November 24 th of er two years ago, three years ago? Woman:Two years ago, yes, this day I was er I going to my high school um and um I belonged to um English drama club. May be I, um, did exercise too, yes, but I’m not sure in the morning, in the afternoon M.;No, I ask you in the morning you….you go, you went to the school? W.: Yes, yes, that’s right. M; um me um at 24 I, I went to, is my birthday, yes, birthday, and er is, was important for me because Er, when um, in this years I , I was er eighteen years old and for me very important because er I like very much er to do um in um by car and er when yes, yes, for for my, my present was a car W.:Oh, it’s great present M.: Yes, very great present | |
Read the extract and notice how the learners are trying their best to communicate. Can you say which mistakes are slips, developmental errors, interference errors or fossilised errors?
Man: Er, what you doing in er November 24 th of er two years ago, three years ago? Woman:Two years ago, yes, this day I was er I going to my high school um and um I belonged to English drama club. May be I, um, did exercise too, yes, but I’m not sure in the morning, in the afternoon M.; No, I ask you in the morning you….you go, you went to the school? W.; Yes, yes, that’s right. M; um me um at 24 I, I went to, is my birthday, yes, birthday, and er is, was important for me because Er, when um, in this years I , I was er eighteen years old and for me very important because like very much er to do um in um by car and er when yes, yes, for for my, my present was a car W. :Oh, it’s great present M. Yes, very great present | |
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