in error correction and feedback, interactive approach to correcting students’ mistakes

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o‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi __universiteti ro’yxatga olindi №__________ ro’yxatga olindi №__________ “_____” ____________20 y. “_____” ____________20 y. “___________________________ “ kafedrasi “_____________________________ “ fanidan kurs ishi mavzu:________________ bajardi:_________________________________ tekshirdi:_______________________________ ______________ - 20___ in error correction and feedback, interactive approach to correcting students’ mistakes content: introduction .............................................................................3 main part 1.general characteristics: errors and mistakes...........6 2.classification of correction techniques......................16 3.pecularities of error correction and feedback ....... 20 conclusion.................................................................................24 reference....................................................................................26 introduction one of the main dilemmas for teachers giving conversation groups is error correction. it’s always tricky to know when and if to correct students and how to go about it. the danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake. the other extreme is to let the conversation flow and not to correct any mistakes. there are times …

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correction should be made, at what phases the teacher should correct the error and how the teacher can correct the learner without de-motivating him/her. one crucial point in the field of error correction is to know the nature of learning a foreign or second language, i.e, how do we learn a second language? we have to investigate what happens in the mind of human beings through mental process to learn a language. in this respect, two phenomena have been distinguished by the american linguist krashen, when he clearly distinguished between: first language acquisition and second language learning. different schools appeared in linguistics and psycholinguistics whose aim was to analyse learners’ errors and to decipher their sources. among those schools, we find the structural behavioristic school and the transformational generative grammarians. contrastive analysis (ca) and error analysis (ea) have been regarded as the two main pillars in the domain of second …

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ow" and to " ultimately enable the teacher to supply him not just with the information that his hypothesis is wrong.the primary concern of this study is to explore the kinds of errors made by a group of algerian efl learners at university level in their written and oral expressions. more specifically, the study seeks to answer the following question: what are the most common errors that algerian students commit in their written and oral expressions? the subject matter of this course paper is correcting and giving feedback to student by using interactive approaches. the object of the work is correcting mistakes and errors of students. the aims are: to study what is errors and mistakes; to examine different techniques and methods of correcting mistakes and errors ; to reveal how to give feedback in teaching english to students. the structure of course paper consists of introduction, main part, conclusion …

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d into mistakes and errors at some point. errors and mistakes in language learning: a field guide. colloquially, we might use “mistakes” and “errors” interchangeably, but in linguistics, they’re two distinct concepts. mistakes entail failing to apply the rules consistently. this means you know the rule; you just don’t always follow it. people often make mistakes in their native languages, too. between errors and mistakes, errors are the more threatening adversary. they’re a result of lack of proper knowledge. common mistakes in language learning failing to use proper verb tenses. when conjugating verbs in a foreign language, students might stick with simpler verb tenses than are necessary since they’re more familiar. this usually means using the infinitive or simple present tense. for instance, students learning english might slip up and say “i am sick” even if the want to indicate that it has been ongoing, which would be better captured …

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th which verb. for instance, a student learning english might say “they eats.” however, learners may struggle with this due to lack of practice. the more writing and speaking practice you have, the less likely you’ll struggle with subject/verb agreement. gender agreement. many languages have gendered nouns and adjectives. since this is something that english lacks, students may find it a little tricky. to avoid mistakes with gender agreement, it’s important to make gender an important part of your word study. another valuable trick is to pay attention to gender patterns. often times, words of a particular gender will share a similar ending. for instance, someone studying russian might not remember if метель is masculine or feminine. however, if they’ve studied that the -тель ending is masculine, they’re less likely to slip up. over time, studying endings will make it easy to identify the gender of a word without having …

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o‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi __universiteti ro’yxatga olindi №__________ ro’yxatga olindi №__________ “_____” ____________20 y. “_____” ____________20 y. “___________________________ “ kafedrasi “_____________________________ “ fanidan kurs ishi mavzu:________________ bajardi:_________________________________ tekshirdi:_______________________________ ______________ - 20___ in error correction and feedback, interactive approach to correcting students’ mistakes content: introduction .............................................................................3 main part 1.general characteristics: errors and mistakes...........6 2.classification of correction techniques......................16 3.pecularities of error correction and feedback ....... 20 ...

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