The Problematic of Second Language Errors

Autor/inn/en	Hamid, M. Obaidul; Doan, Linh Dieu
Titel	The Problematic of Second Language Errors
Quelle	In: Australian Review of Applied Linguistics, 37 (2014) 2, S.123-144 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Native Language; Error Patterns; Teacher Attitudes; Interviews; Teaching Methods; Learning Processes; Error Analysis (Language); Foreign Countries; Feedback (Response); Computational Linguistics; Statistical Analysis; Qualitative Research; Australia; Vietnam; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fehlertyp; Lehrerverhalten; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Error analysis; Language; Fehleranalyse; Ausland; Linguistics; Computerlinguistik; Statistische Analyse; Qualitative Forschung; Australien; Language test; Language tests; Sprachtest; Englisch
Abstract	The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers' ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students' intentions and teachers' interpretations of those intentions; and (2) L2 English teachers' knowledge of students' L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy. (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. e-mail: info@alaa.org.au; Web site: http://www.alaa.org.au/page/aral_journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10