The role of errors, corective feedback, and norm in foreign language teaching, with focus on teaching English
Vol.28,No.1(2018)
This study seeks to explore the area of error correction and the role it has in foreign language teaching, with the main focus on teaching English. It aims to compare Czech and international studies in error correction and corrective feedback, and draw general principles applicable in teaching. A detailed account of the question of language norm with focus on the specific situation of the English language and its impact on teaching English as a second and foreign language is provided. This area, with often conflicting views from experts, is one of the thriving research areas in ELT, not sufficiently described in the Czech context. In the first chapter, theoretical key concepts − error and norm − are defined, followed by the second chapter which takes a diachronic view of attitudes to error correction. In the final part, the findings of current research into approaches to error correction and corrective feedback are provided. These should be taken into account so that they were a help rather than a hindrance to teaching. The results support the idea that the choice of effective strategies of corrective feedback depending on the concrete teaching context is of vital importance.
foreign language teaching; English language teaching; error; language norm; corrective feedback
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