Analysis and Treatment of Oral Errors in Language Classrooms: A case from EAL Context

Year 2019, Volume: 6 Issue: 1, 36 - 61, 30.04.2019

Banu Çiçek Başaran

Abstract

This study focuses on types and frequency of learner errors in a speaking class offered at a foreign language education department in Turkey. The types and rate of feedback provided by the teacher, the distribution of feedback for each type of learner error were observed, and the relation between types of feedback and uptake rate were also investigated within the scope of this study. By following a case study methodology and through non-participant observation, 400 minutes of classroom audio were obtained for the data collection process. For the analysis of data, the recordings were transcribed and subjected to coding and frequency analysis. Error Treatment Sequence framework, proposed by Lyster and Ranta (1997) was followed throughout this study. The findings indicated that grammatical and phonological errors were the most frequently observed error types. Furthermore, explicit feedback was found to be the most recurring type of feedback throughout the data. Analysis showed that for the treatment of lexical errors, recasts and clarification requests were utilized while for the correction of phonological errors explicit and metalinguistic feedback were provided. Moreover, clarification requests and metalinguistic feedback were found to be the highest uptake and repair generators.

Keywords

EAL, Learner Errors, Error Treatment, Types Of Errors, Types Of Feedback, Uptake

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