Chapter 6: Error categorization
Chapter 6 Error categorization Although error analysis has gone down in history as unreliable, unscientiﬁc, and diﬃcult to interpret, its signiﬁcance has never been called into question. Since the phenomenon of errors remains an integral, and potentially highly informative part of learner language, the study of learner errors, as R. Ellis (1994, p. 20) notes, “can still serve as a useful tool and is still undertaken”. This statement also seems to capture the reality many foreign language teachers face. German teachers, for instance, are expected to develop performance assessment skills over the course of their training, which implies developing the ability to choose appropriate testing methods and performance indicators dictated by the modern communicative approach to foreign language teaching (Niedersa¨chsisches Kultusministerium, 2006a). It is safe to assume that accuracy is one of such indicators. It also stands to reason that speciﬁc types and distributions of learner errors constitute a factor that interacts with other performance measures. Therefore, in order for any performance analysis to be complete and to contribute to a more thorough understanding of language learning, proper error analysis has to be conducted. Many teachers (at least in Germany) seem to believe in the power of error treatment or may often feel the pressure to provide their learners with an appropriate error feedback, even though they occasionally express skepticism as to the potential negative aﬀective reactions correction causes in their students (Kleppin & Ko¨nigs, 1991; Schulz, 2001). The majority of second language learners,...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.