Error treatment (linguistics)

Transcription

Error Types This is the second video in a four part series about error correction in second language learning. As always, I seek to synthesize information from other sources. In this case, in 2008 Yoshida synthesized error types from Mackey, Gass, and McDonough (2000) and Nishita (2004). And, I am going to add another type at the end that is mentioned in a terrific article by Mendez and Cruz in 2012. The first type of error is a �morphosyntactic error.� It�s a big word that essentially refers to grammar errors. Mistakes in word order, tenses, conjugation and particles fall into this area. Research shows that most instructors spend the majority of their time addressing these types of errors. Another type of error is �phonological errors.� This is the mispronunciation of words, but Mendez and Cruz suggest it also includes suprasegmental mistakes such as those of stress, intonation, pauses and rhythm. �Lexical errors� are another type. These involve vocabulary used incorrectly, or inserting L1 words because they don�t know the correct term in English. While learners should be able to use their primary language to assist their learning, usually it is helpful when the instructor or another peer can offer the English word so that the speaker can broaden their English vocabulary. In other words, don�t do it in a punitive manner, but in an enlightening manner. The next error that Yoshida presents is �semantic errors.� He used this error to cover anything that wasn�t morphosyntactic, phonological or lexical. However, I would like to suggest that semantic errors deal with misunderstandings and mistakes that confuse the meaning of the conversation. But, I want to add another type of error called �pragmatic errors.� Mendez and Cruz include these under semantic errors, but I feel like they are unique enough to have their own category. Current research shows that when we teach vocabulary items, we should include the register attached to it, meaning how formal or informal is it. Errors in register or non-verbal gestures would fall into this category. So, most research uses the four generic types of errors presented by Yoshida; although, to be fair, he did include a fifth one that was specific to Japanese about Kanji reading errors. Looking at these error types, I have already said that instructors usually focus on morphosyntactic problems. But can you guess what type of corrections learners appear to catch and use the most? Phonological and lexical. In fact, even when the teacher presents morphosyntactic feedback, the student often processes it as either phonological or lexical. That is really fascinating and suggests that learners are very good at finding ways to help themselves. Lastly, when it comes to which type of errors should be corrected, instructors usually believe they should focus on important mistakes that cause communication misunderstandings. Let me interrupt here. Sometimes I use �mistakes� as a synonym for �error� but actually they are different in research. Mistakes are usually slips of the tongue or incorrect language use that the learner knows is wrong whereas errors are incorrect language use because of not knowing that language point. Students usually think that every mistake should be corrected; although, not necessarily publicly. I suggest a combination. I recently pointed out to a student that the correct abbreviation of professor is �Prof.� and not �Pro.� She wondered how she could have gone so many classes without anyone correcting it. I explained that none of the other professors considered it a communicative error so they didn�t provide feedback on it. I had commented on it because I suspected it was a persistent error. So, even if a mistake is not large enough to influence understanding, if it is clear that the learner is consistently having this problem, I suggest you provide corrective feedback. But you do yourself and the student a disservice if you try to correct every mistake because the learner�s brain won�t know what is truly important to repair. In summary, error types are morphosyntactic, phonological, lexical, and semantic; although, I suggested giving pragmatic mistakes their own category instead of including them under semantic. And, correct errors that affect communication and persistent errors. The next two videos will look at corrective feedback types.