The document discusses theories of interlanguage and fossilization in second language acquisition. It provides examples of error correction techniques for spoken and written errors. According to the document, student-generated repairs are most effective for learning as they require active engagement from students. While students want frequent correction to avoid fossilization, overcorrection can reduce motivation. The document concludes by discussing considerations for when and how to correct errors based on student exposure, error seriousness, and communication impact.

1. CorrectingStudentErrors
Max Lee Yesenia Sanchez
Anna Zhou
Lesly Alvarez Lilin Huang Jake Campbell

2. LessonPlan
➢ Introduction to Theory of Interlanguage and
Fossilization
➢ Introduction to error correction
○ Spoken and Written
➢ Discussion on error correction implication and
effectiveness

3. Video
https://www.youtube.com/watch?v=Dd7FixvoKB
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4. TheoryofInterlanguage
Interlanguage is a learning strategy created by L2
learners keeping features of their L1
L1 L2
L3

5. ProcessesthatCreateInterlanguage
Grouping similar things
make rules to predict
how different items will
behave
Ex:
I walked
I goed
I rided
Over
generalizations
Internal
Sequences
Language
Transfers
Tendency to transfer
the phonology, syntax
and semantics from
L1 to L2.
Ex:
Hamburger (Eng)
Hanbaga (JP)
Hearing different
language in different
settings
Ex:
Language used in
classroom vs native
environment

6. Fossilization
Fossilization: the process in which incorrect language becomes a habit and
cannot easily be corrected.
Causal Factors of Fossilization:
1. Language Transfer
1. Training Transfer
1. Communication Strategy
1. Overgeneralization

7. IsInterventionPossible?
Fossilization Reduction
1. Adoption of proper learning strategies
1. Exposure to target language and target language
culture
1. Motivation

8. Activity1
1. Please separate into groups of 3 or 4
1. Each group will be given a large sheet of paper and a
color marker
3. Please follow the verbal instruction

9. Exercise1
I = Je (Juh)
green = vert (ver)
eat = mange (monj)
fish = poisson (puashon)

10. CorrectAnswer
Je mange poisson vert.

11. Exercise2
Where are you going?
Where = 哪里 (nali)
you= 你 (ni)
going= 去 (qu)
Please write a sentence using the Chinese characters.

12. CorrectAnswer
你去哪里？
ni qu na li

13. IntroductiontoErrorCorrection
Ways of correcting Spoken Error:
1. Explicit correction
2. Recast
3. Clarification request
4. Metalinguistic feedback
5. Elicitation
6. Error repetition
Ways of correcting Written Error:
1. Identifying inappropriate/appropriate language
2. Selective feedback

14. Student-GeneratedRepairs(self-correction)
● Explicit Correction and Recasting do not lead to student-generated repair because it is led by the
teacher
● The other 4 types require student-generated repair
● Student-generated repairs are important in language learning because they indicate active
engagement in the learning process on the part of students. This occurs when the teacher does not
provide the correct form but instead provides cues to help the student consider how to reformulate
his or her incorrect language (Tedick 3).

15. ImplicationsandEffectiveness

16. WhatStudentsThink
● When to correct
○ Japanese student A: “When I study English I want to be corrected as much as possible,
but when I am talking/chit-chatting with someone I do not want to be corrected at all
● Avoiding Fossilization:
○ Japanese student B and C agreed that they want to be corrected right away
■ Japanese student B: “I want to be corrected as soon as possible when I make a
mistake before I forget”
■ Japanese student C: “ I want to be corrected right away”

17. WhATiNSTRUCTORStHINK
● Japanese teachers are more likely to regard to stylistic variations as error
● Native English Instructors are more sensitive to formality and academic appropriacy
○ They are not as harsh when students use words such as, “like”, “things”, and “stuff”
● Non-Native English Instructors:
○ Grammar>Comprehensibility

18. ErrorCorrectionEffectiveness
Spoken error correction:
● Students learn grammar through an instructor by having an error-correction session
● Learners with access to native speakers are more likely to reach native proficiency
Written error correction:
● Most time-consuming for instructors
○ If correction is given without providing feedback then correcting their papers is
useless
MOST EFFECTIVE:
More time, longer explanations, use of different correction strategies
(i.e. clarification request, repetition, metalinguistic clues, and elicitation)

19. DangersofOverCorrecting
● Students lose motivation in learning the new language
● Loss of flow in classroom due to instructor correcting all spoken errors

20. Correcttheerror?
● Considerations for Error Correction
○ The learner's amount of exposure to the language structure or form,
○ The seriousness of the error,
○ Whether or not the error has impaired communication significantly,
○ The frequency of the error, and
○ The needs of the students.
● Serious errors that should be corrected
○ Errors that significantly impair communication
○ Errors that reflect misunderstanding or incomplete acquisition of the current
classroom focus
○ Errors that have a highly stigmatizing effect on the listeners.
● Context of error within lesson goals
○ Minor grammar error when goal is communication and idea sharing

21. COnclusion
Classroom assessment techniques