Error Correction of L2 Students’ Texts – Theory, Evidence and Pedagogy
Title
Error Correction of L2 Students Texts Theory, Evidence and Pedagogy
Error Correction of L2 Students Texts Theory, Evidence and Pedagogy
Keywords: comprehensive error correction; focused error correction; direct, indirect, coded and marginal correction; content feedback; metalinguistic feedback; clarification requests
Authors
Michael John Alroe
Chulalongkorn University Language Institute, Thailand
malroe2003@yahoo.com.au
Michael John Alroe
Chulalongkorn University Language Institute, Thailand
malroe2003@yahoo.com.au
Bio Data
Michael Alroe studied English Literature at Macquarie University then taught over for 20 years in New South Wales high schools. Recently he has been teaching EAP at Chulalongkorn University in Thailand.
Abstract
In the last ten years there has been a revival of support for error correction of second language students written texts underpinned by disillusionment with the notion that comprehensible input alone is sufficient for acquisition of all aspects of a second language. Empirical studies in comprehensive and focused correction have aided this revival and demonstrated that error correction can produce significant benefits. These studies also indicate that comprehensive error correction of written work can be done economically by simple underlining, and is effective if students write a substantial amount and correct their errors. Further, correction can be integrated with content comment. The studies also show that focused correction may be limited in scope but powerful in effect.
In the last ten years there has been a revival of support for error correction of second language students written texts underpinned by disillusionment with the notion that comprehensible input alone is sufficient for acquisition of all aspects of a second language. Empirical studies in comprehensive and focused correction have aided this revival and demonstrated that error correction can produce significant benefits. These studies also indicate that comprehensive error correction of written work can be done economically by simple underlining, and is effective if students write a substantial amount and correct their errors. Further, correction can be integrated with content comment. The studies also show that focused correction may be limited in scope but powerful in effect.
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Category: Monthly Editions, Volume 50
