Using L2 Errors as a Guide to Progress

 

Types of Errors

 

 

·        performance errors- competence errors (mistakes which are lapses in performance & errors which reflect inadequate competence)

·        local errors-global errors  (local : do not hinder communication & understanding, global:  interfere with communication & disrupt meaning) (Touchie, 1986).

·        Rather than settling on the discomfort errors generate, scientifically observe and address them

·        Because errors are highly telling of: L2 learners’ comprehension, progress and teaching

·        For instance, according to their classification and manner of occurrence (setting) errors can lead to further understanding about L2 learners’ misconceptions: usually errors in morphology flag misunderstanding of the word’s meaning or/and its semantic associations (where & how the word is used, e.g. along Vs among)

 

Addressing Errors

Ø  Designate space for more errors to surface; open-ended exercises: filling-gaps, open-close, small-scale free (written /oral) production. Those will provide the teacher with as much feedback (i.e. errors) as possible

Ø  Differentiate the Input

Ø  Differentiate the frame of reference (i.e. contextualize or de-contextualize the erroneous utterance)

Ø  If appropriate, utilize L1

Ø  Integrate genuine communication patterns

Ø  Make sure it is an error: sometimes L2 learners, observing rules they have been taught so far, create/invent non-existent terms or formulae, e.g. trying to derive word forms which are, “accidental gaps” -because the lexicon does not include every potential grammatical structure (Wilson, Gallagher, 2018). This process typically classifies the outcome as being a mistake, but the L2 learner’s thought was on the right track

Re-occurring Errors among Greek  L2 learners of English

v  Processing & activating aspects (continuous-simple)

v  Misplacement-confusion of modal verbs and modality (in Greek modality is heavily dependent on adverbs)

v  Failure to differentiate all different functions of a gerund (possible to lead to omission)

v  Constant regress to the use of the infinitive form (omitting declension of the verb-this maybe attributed to L1 grammar framing, but all errors are not ascribed to SL interference)