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Error_Analysis_and_Correction_ESL_Class_Presentation.pptx
- 1. Error Analysis &the Effectiveness of Error Correction in ESL Teaching • Integrating Amara (2015) & Krashen (1982) • Balancing Accuracy and Fluency in Second Language Learning
- 2. Learning Goals • Bythe end of this session, students will be able to: • • Define 'error', 'mistake', and 'error analysis' • • Classify and analyze learner errors • • Explain Krashen’s five hypotheses • • Evaluate the role of correction in L2 learning • • Design communicative ESL activities with appropriate feedback
- 3. Why Study Errors? •“Errors are evidence of learning, not failure.” — Corder (1967) • • Errors reveal learner progress • • Show how language is acquired • • Guide teachers’ instructional focus
- 4. Definitions and Examples •Error – systematic deviation showing incomplete learning (e.g., 'He go to school.') • Mistake – performance slip, self-correctable ('He goes to school yesterday.') • Interlingual Error – influence from L1 ('I am agree.') • Intralingual Error – overgeneralization ('He can swims.')
- 5. Sources of Errors(Amara, 2015) • 1. Language Transfer (Interlingual) • 2. Overgeneralization • 3. Simplification/Reduction • 4. Teacher-Induced Errors • 5. False Hypotheses
- 6. Krashen’s Five HypothesesOverview • 1. Acquisition–Learning • 2. Natural Order • 3. Monitor • 4. Input (i+1) • 5. Affective Filter
- 7. Error Correction andthe Affective Filter • Correction impacts conscious learning, not subconscious acquisition. • Overcorrection can raise anxiety higher affective filter less → → language intake.
- 8. Monitor Use inPractice • Types of Learners: • • Over-users – overthink grammar, low fluency • • Under-users – rely only on intuition • • Optimal-users – balance accuracy & fluency
- 9. Error Analysis Workshop •Sample Paragraph: • “Yesterday I go to the market and buyed fruits. The seller give me apple for free.” • Identify error types and suggest corrections.
- 10. Comprehensible Input Activity •Storytelling: Teacher uses visuals and gestures to narrate simple stories. • Goal: Focus on meaning, not form. • Students retell or extend the story.
- 11. Design a BalancedLesson • Task: Create a short ESL activity that: • 1. Encourages communication • 2. Includes selective feedback • 3. Uses either Amara’s or Krashen’s framework
- 12. Summary and Reflection •Key Takeaways: • • Errors are a natural part of learning • • Correction should be strategic • • Input and low anxiety drive acquisition • • Teachers guide, not judge
Editor's Notes
- #1 Presenter Notes: Introduce the topic as a central issue in TESOL methodology. Emphasize the tension between focusing on form (accuracy) and meaning (fluency). Mention that this session draws on Amara’s Error Analysis framework and Krashen’s Input Hypothesis.
- #2 Presenter Notes: Explain that these outcomes are tied to teacher development. Adult ESL teachers should reflect on when and how to correct errors effectively, drawing from theory and practice.
- #3 Presenter Notes: Start a short class discussion. Ask: 'What kinds of errors do your ESL students make most often?' Use responses to illustrate interlingual and intralingual types.
- #4 Presenter Notes: Clarify that errors are systematic and tied to competence. Mistakes are accidental. Use students’ own languages to illustrate interlingual transfer examples.
- #5 Presenter Notes: Use the example 'He goed to school' for overgeneralization and 'I am very interesting' for interlingual transfer. Highlight that teacher explanations can sometimes induce errors unintentionally.
- #6 Presenter Notes: Give a short overview. Explain that Krashen believes language is acquired through comprehensible input, not through correction or drilling. Define 'i+1' as input slightly above the learner’s current level.
- #7 Presenter Notes: Discuss the emotional dimension of error correction. Explain how overemphasis on form can block communication. Encourage a supportive classroom environment.
- #8 Presenter Notes: Guide students in reflecting on their own language use. Ask: 'Do you correct yourself while speaking?' Encourage recognition of 'optimal use' during editing or planned speech.
- #9 Presenter Notes: Expected answers: • go → went (intralingual) • buyed → bought (overgeneralization) • give → gave (tense error) Discuss selective correction—focus on global errors first.
- #10 Presenter Notes: Model Krashen’s Input Hypothesis through real-time demonstration. Keep input slightly above the learners’ level (i+1). Emphasize comprehension over correction.
- #11 Presenter Notes: Students work in small groups. Evaluate based on balance between fluency (communication) and accuracy (form). Reinforce idea of delayed correction during reflection stages.
- #12 Presenter Notes: End with reflection: 'Think of a time you were corrected while learning a language—did it help or discourage you?' Encourage sharing and summarize main insights.