CC BY
19MAKING ERROR CORRECTION WORK IN TEACHING FOREIGN
LANGUAGES
Sardor Mirjalol ugli Mirodilov Khulkaroy Jasur kizi Yuldasheva
Students of Chirchik state pedagogical institute of Tashkent region
ABSTRACT
Nowadays the question of learning a foreign language is at the top of the list .To reach the optimization of foreign language learning process and to improve the quality of teaching there are a lot of questions and tasks. One of such questions refers to the means and methodological recommendations about teacher's work with language mistakes of their students as a normal output of any learning process. This article purposes to explore to the methodological questions about foreign languages teaching, with some references to the English language teaching. There are described some reasons of language mistakes made by students. There are some basic classifications and typologies of language mistakes because of their: reasons of occurrence, frequency etc. Also, there are some techniques for lexical and grammatical mistakes prevention. The mistakes typology is given on basis of modern scientific analysis.
Keywords: education, foreign languages teaching, students' mistakes in English, errors correction, inter language interference, work with mistakes correction
One of the key questions that most often appear in the conversations of foreign language teachers is:
"What is the key to the student's speech success? How to influence the student so that he does not repeat the same mistakes over and over again?" Even if you look at the current recommendations and suggestions of linguistic schools and courses on the frequency of learning a foreign language, it is easy to see that the trend is the same, where the minimum number of classes is reduced to 2 per week for 1.5 or 2 academic hours at a time. Whose recommendation exactly is this - it is difficult to answer, however, the key or even the phrase on duty: "As practice has shown ..." you can hear from any office manager of foreign language courses. On the one hand, this is the minimum number of classes for which a student can really memorize lexical units and use them correctly in accordance with grammatical rules. On the other hand, this time should still be enough for the maximum elimination of possible errors in written or oral communication in this language.
A lot of linguists and teachers have been discussing the topic of the occurrence of speech errors as a consequence of using a foreign language for more than a century, studied and compiled their typology. Modern linguistics contains a large number of variants of such typologies. Thanks to S. Since 1967, linguists have clearly
distinguished the reservations /typos associated with inattention or fatigue of the student, and the mistakes themselves (mistakes and errors) [1]. G.M. Budrenyuk and V.M. Grigorevsky introduce the concepts of reservations and logical errors associated with the choice of means [2]. There are classifications that appeared after identifying the cause of errors [3] or due to the frequency of their occurrence in speech (typical or occasional) [4]. According to the observations of N.V. Bagramova, the causes of speech errors may also be the processes of language interaction - inter language interference and overgeneralization, and, in addition, incorrect teaching methods, learning conditions [5]. After many years of practice, methodologists note that teachers first of all need to be aware that students make mistakes. This is a natural side effect of switching the brain from one language to another. Students do not make mistakes without a trace. Their systematic analysis can provide a unique perspective on language and teaching in general. In addition to the fact that errors signal the learning process, they are an indicator of the student's progress [6].
Mistakes are a kind of feedback, the reaction of the participant to the process of mastering a foreign language. They tell the teacher about the effectiveness of his methodological materials and techniques; they show which parts of his educational planning have not been effectively learned or explained, and which of them need further closer attention [7]. It is worth noting that at the beginning
For 60 years, the word error was associated with correction, and in the end with study [8]. The result of studying the students' mistakes were numerous methodological developments that contribute to better memorization of the language material and its further use.
Teaching practice shows that in methodological manuals you can find all the necessary materials for conducting the most effective lesson, but each lesson is unique. At each lesson, their mistakes are made and their successes are achieved [9]. Not all of them can be described in the methodological literature. Not you just need to be ready to hear the mistakes of students, but also be ready to learn how to work with them. A number of questions arise here. Do I need to fix them? If so, is everything and how? Back in 1975, M. Bert noted that there is no such standard that could answer whether it is worth correcting a student's mistakes at all, when, what or how [10]. As many practicing teachers answer, corrections are needed, but they should not interfere with free communication. In relation to for this, the teacher should choose a method of correction, depending on the type of error and the type of task. It is possible to distinguish between self-correction, correction of another student and correction by a teacher. Which method is most effective is understood only by the teacher, focusing on the characteristics of his student group [11].
Indeed, if you stop the student's speech every time, then he may very soon develop a banal fear of speaking the language, so as not to be corrected again. Sometimes, when
teachers ignore some mistakes of students, it can give some confidence in the use of the language being studied. We should not forget that everyone makes mistakes - this is not critical [12]. However, the results of the study may be better when teachers point out shortcomings. That is, you still need to know about them in order to stop them and eliminate them in the future.
Unfortunately, sometimes you can encounter another side effect of corrections on the part of the teacher. Over time, some students begin to realize that the mistakes they make are the same (for example, English is the ending S for verbs in the 3rd person singular in the present Present Simple time). Hence the lack of faith in their abilities. As a result - lack of progress. One of the negative consequences of this is a false conclusion of the student like: "I am unable to go further. Language is not for me..." It is not uncommon when some students prefer to give up and continue going to classes frivolously or with a complete lack of interest [13]. Thus, teachers should be aware that when they point out the mistakes they are making, they first of all want to help, and not to laugh, and even more so not to offend the student.
Some students are desperate, risky people by nature, who are not afraid to seem stupid by making lexical and grammatical mistakes, or to express an opinion that will not be approved. They continue to go forward and dare further. Others are adherents of a calmer behavior. Neither one nor the other type is either bad or good. It's just that there are such types and you don't need to try to redo them, you need to learn to work with them for fun [14].
A teacher is, in addition to a professional, always a competent psychologist who will feel this line between the types of characters of students. It is good when there are no difficulties between the teacher and the student in communicating or understanding each other, and the atmosphere in the classroom resembles a friendly conversation. Not infrequently - this is the result of the teacher's colossal work. This is not only a thorough preparation of the material for explaining and practicing grammar, but also a constant associative reference to the type of group or class that the teacher will enter. It is not enough just to tell the student right/ wrong. We need to show you how to fix the error. Before starting to work on errors in practice, it is worth considering some types of corrections. There are six main types [15]:
1. Explicit correction, when the applicant directly points to the mistake made, explains what it consists of, and gives an answer.
2. Periphrasis (recast) - pronouncing / writing a statement by a teacher without an error, but without explanations.
3. Request for clarification (clarification request) when the teacher shows that he did not understand the student's statements. This is also the case in real communication in case of misunderstanding.
4. The use of terminology (metalinguistic cues), for example, grammatical - time, article, etc. The teacher calls the grammatical category used incorrectly, but does not give the correct version himself.
5. Stimulating speech-thinking activity, prompting correction and subsequent "extraction" of the correct form (elicitation). For example, the teacher repeats the student's statement to the place where the mistake was made. Some teachers accompany their words with "finger coding" (finger coding): they count each uttered word with their fingers the word, highlighting "finger-error". In this way, you can clearly mark the error in the order of words by showing the place of each word "on the fingers".
6. Repetition of an incorrect utterance (repetition, echo correction) of a student by a teacher with a mandatory verbal accent in the part where the mistake was made. The paths from the third to the sixth encourage the student to correct as much as possible. The choice of one or another method is primarily regulated by the level of language training, a new topic (or a topic for fixing) and the purpose of a specific task. It is also worth remember that mistakes in the choice of certain grammatical and lexical means often occur in spontaneous speech [16]. When a student has not prepared an answer in advance and tries to reproduce statements in the language being studied, he can make quite a large number of inaccuracies or even gross mistakes, sometimes realizing that he is speaking incorrectly. In this case, even if a lot of stupid mistakes were made, they are so-called non-target errors. The goal in this situation was to perform a specific task, and the wrong choice of language units affected abstract spontaneous utterance. the answer "He has washed his car" can be heard "Ok, I can take the next sentence. He has washed his car». As you can see, the rules of the target grammar are followed. In this sentence, as required, the present Perfect tense was used. The phrase preceding the answer is the absolute initiative of the student. Unfortunately, there was a grammatical error in it . Instead of the take form, the taken form is used. Here, probably, the teacher at the initial stages should better assess the student's courage and inspire him to continue striving independently spontaneously to speak out, rather than to sort out the errors in this statement [17]. However, the same situation may end with the analysis of the wrongly chosen tool in the middle or end of the training stage.
The correction of an error depends on the aspect of the language and the type of speech activity in which it was committed. Many linguists and practicing teachers believe that correcting phonetic errors is mandatory [18] and should occur at any stage of the study and when performing any task. It does not make sense to correct mistakes that students make due to the fact that they do not know the necessary constructions [19]. So, if an entry-level student is trying to talk about how he spent the weekend without having an idea about the simple past tense (Past Simple), it is not worth correcting it. It is better to listen, and then discuss the features of education and the use of different times and designs. Sometimes it is not necessary to correct shy or lagging students, so as not to
frighten them. You can also ignore small reservations that the student can correct himself if necessary.
These arguments raise more and more questions not so much about the subtleties of working with errors, as about the subtleties of working with different situations and types of students who make these mistakes. It is assumed that the teacher can choose for himself the most productive way of working with error correction by answering three main questions:
1. Who needs to be taught a foreign language?
2. Who teaches a foreign language?
3. For what purpose do I need to teach a foreign language?
Answering the first question, it is worth paying attention to the peculiarities of the age
of students (preschoolers, schoolchildren, university and college students, adults), their
gender characteristics, professional qualities, religious views, etc.
Answering the second question, it is worth paying attention to
the peculiarities of the teaching methodology of a native or non-
native speaker.
Answering the third question, it is worth paying attention to the learning goals. The work with the indication of errors will be different in the following situations:
- to take an exam / pass a job interview;
- to improve the level of language proficiency (personal goals are better to speak and understand);
- to improve the level of language proficiency (personal goals of getting a promotion at work);
- for learning a foreign language as a compulsory subject (at school, university, etc.). The answer to the above three questions helps the teacher in shaping the goals of classes, course goals and in forming an integrated approach to teaching in a specific audience. The tactics of dealing with students' mistakes are also chosen based on the general learning goals. For example, when working with preschoolers or junior high school students, it is not recommended to use paths from the third to the sixth (indicated earlier). It should be noted that these ways are strongly recommended to practice in preparation for the international exam, starting from the Intermediate level [20].
As a result, I would like to note that only having a clear understanding of the types of errors, how to work with them and about their target audience, the teacher will be able to make error corrections work as efficiently as possible.
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