An analysis of efl learners' error self-correction attitudes

Abstract

During language teaching and learning, the focus is on how correct or wrong the input is reflected in the output. Accuracy first approaches reject errors due to the risk of interference whereas the communicative approaches use them as signs of learning. So, errors play a vital role in foreign language learning. It is viewed as improvement in different language learning approaches. This paper after reviewing the literature about error and error correction in English language teaching examines the types of errors the students can self-correct. The procedure is as follows: Twenty erroneous sentences from examination papers were chosen as student errors and learners were asked to correct any kind of errors in the sentences. The results were categorised, analysed and commented. The results show that students are better at correcting the structural errors and worst in discourse ones. Under these findings, it is suggested that learner training should focus more on contextual learning.