VIET NAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BÙI DANH TOÁN APPROPRIATE ERROR-CORRECTION STRATEGIES IN SPEAKING LESSONS FOR THE 10™ FORM STUDENTS AT HOA LU A HIGH SCHOOL (Chiến bược chữa lỗi thích hợp trong các giờ day kp nang noi cho học sinh lớp 10 tại trưởng THPT Hoa Lu A) MLA. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60:14 10 HA NOT- 2011 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES: FACULTY OF POS’ BÙI DANH TOÀN APPROPRIATE ERROR-CORRECTION STRATEGIES IN SPEAKING LESSONS FOR THE 10™ FORM STUDENTS AT TIIOA LU A TIGII SCHOOL (Chiến lược chữa lỗi thích hợp trong các giờ dạy kỹ năng nói cha học sinh lắp 10 tại tường THPT Hoa Lư 4) MLA. MINOR PROGRAMME THESIS Field: English Teaching Methodology Cade: 601410 Supervisor: Nguyén Bang, M. ILA NOI - 2011 -6- ‘TABLE OF CONTENTS DECLARATION PAGE.
LISTS OF ABBREVIALIONS AND TABLI iv DEFINITIONS OF KEY TERMS TABLE OF CONTENTS. Rationales Aims of the Study we. Scope of the Study. cee HH HH HH ty ed Rescarch Questions.
Methods of the Study. Significance of the Study. Structure of the Study 3 Bu PART H: DEV CHAPTER 1: LITERATURE REVIEW 4 L. Approachesto Teaching and Learning Speaking 4 1.
Fluency versus Accuracy A 1. Errors in Speaking Lessons. Overview of Errors 5 2. Definitions of Errors.
Error versus Mistake. Types of Errors 6 23. Error Correction Strategies in Speaking Lessons 3. Definitions of Error-correction 3.
Etror-correction Strategies 3. Common Approaches to Errors 33. vs -11- Pedagogically, information obtained ftom this study might help teachers of English get insights into oral crrors and oral ciror corrcetion. From this they adjust their tcaching and apply approptiate error-cortection strategies to make error-comection more effective, Personally, the researcher himself, as a language teacher, will have a good command of the process of teaching and Icarning EFI.
in general and errors and emor corrsption in spedling Ì wns in particular These will help to enhance the teaching efficiency. Structure of the Study The study consists of three main parts: Part 1, Introduction, consisls of the raliomale, aitns, scope, research questions, research methods, significance and structure of the study. Part Ll, Development, is organized into five chapters: Chapter I, Literature Review, presets various concepts relevant lo the research topic such as approaches to teaching and learning speaking. The following is the overview of errors which reviews the definitions of errors as well as types oferrors.
I'his chapter also includes the views of appropriate srvar-correelion slralogiss in which, when, whul, who and how to corel errors effectively are mentioned in detail. Chapter 2, Methodology, presents the situation of teaching and learning English. the facts of error corrcetion in the 10" form speaking lessons al HLA High Schoel and ge ral information about the study subjects. ILalso focuses on the data collection instruments and procedares.
Chapter 3, Presentation and Analysis of the Data, gives a detailed presentation and analysis of the data ftom the questionnaires and classroom observation. Chapter 4, Findings, Discussions and Recommendations, consists of some discussions and interpretations of the findings of the study. This chapter also provides some recommendations for effective error correction in speaking lessons. Chapter 5, Applications, engages the practice of error correction in speaking, lessons by following the three-stage model Part TIT, Conclusion, includes the summary of the study and same pedagogical implications for conecting errors appropriately in speaking lessons.
This part also points out some limitations of the study and provides some suggestions for further studies -10- | to have insights into error correction, + to look at how teachers correct their students’ oral crrors, + to find out appropriate error-cozrection strategies in speaking lessons, + to offer some recommendations on correcting oral errors in speaking lessons TIL. Scope of the Study Language generated by learners in either speech or writing is considered productive. Errors oveur in cilher speaking or writing Tessons. Due to the limits of time, ability and availability of the data, the researcher intends to investigate the current situation of coirecting errors in speaking lesgons at LILA Lligh School and find out appropriate error-correction strategies for application in teal contexL.
The respondents of this sludy arc limited to the 10" farm students al HLA High School, therefore, their opinions of appropriate error-correction strategies in speaking lessons might not be representative of all students at HLA High School in particular and all students learning Tnglish nationwide int general IV. Research Questions To achieve the aims of the study, lhe following research questions are addressed: 1. What kinds of oral errors are often made by the students in speaking lessons? 2. Who often corrects oral errors? 2.
Whon and how are oral orrors correciadin tha dlassroamn? 3, What are appropriate exror-correction strategies tor speaking lessons? ¥. Methods of the Study To achieve the aims of the study, the researcher reviews the related documents, which is a method to lay the theoretical background of the study. In the study both qualitative and quantitative methods are nsed. That is the data serving the research analysis and discussion are collected by means of survey questionnaires and classroom observation.
Quanlitative inclhod is applied to analyze the results trom data collection of the survey questionnaires on the 10” form students and teachers of English at HLA High School. Besides, quatitative method is employed to analyze the data fiom classroom obscrvation forms (COFs). The COFs arc then synthesized and analyzed by the researcher, By using each of the methods, relevant information to support the study will be achieved. VL Significance of the Study Leamers’ errors are significant lo both TFL teaching and learning, for errors are evidence of their learning development.
This thesis, therefore, will contribute a new implication to second language acquisition (SLA), particularly, to the area of error correction in speaking classes. -9- PARI 1: INTRODUCTION L Rationales ‘Nowadays English plays an important role in socio-economne life. Learning English is necessary for a.lot of people. The cantral of teaching and Isarning is to perfect four skills of which speaking is probably the most difficult for leamers to develop because it requires them to produce the language most of the time spontaneously or without enough time to construct appropriate and correc! ulferances.
Over a long period, considerable attention has been paid to errors and error correction in speaking classes (Tllis, 1994), Different authors have different views, Some consider an erver as something natural. They claim that people cannot avoid making errors and even can lean fiom them Making errors is a part of leaming, and exror correction should be done selectively in order to have better results in the classroom. Others, however, regard an error as something negative which must be avoided. As a conssquence, language teachers have always adopled a repressive attitude towards it.
They usually hold most authority to comect learners’ exrors automatically, regarding the fact that learners value and expect teachers’ correction, To most language teachers, cozrecting learners’ oral exrors is one of the most frustrating tasks because it has more potential for subjectivity due to individual variables (Cohen, 1998). In considering the individual variables as influct tial parts in speaking, crror correction is Inighly challenging and possibly perplexing. Therefore, orror correction shauld be done appropriately, lest, it will discourage learners from learning and practicing the language. Tl should be noted that although crror correction has been the focus of research for along time, a large number of authors have concentrated mostly on the causes of exrors, whether te correct oral error or not and the techmiques to correct errors.
Llowever, there is little research dealing with appropriate caror-corretion strategies in general and in speaking class sm particular. ‘The above situation of error correction in speaking classes and the gap of knowledge in the esearch arca have aroused my intoresl and cneouraged inc to carry out the sturly entitled: “Appropriate Errer-Correction Strategies in Speaking Lessons for the 10° Farm Students at Hoa Lu A High School” TI. Aims of the Study The current research occurs in the context of Hoa Lu A (HLA) High School. The major aim of the research is to find ont appropriate error-comrection strategies in speaking lessons.
To he specific, the aims of this thesis arc. DEFINITIONS OF KEY TERMS {1} Aims are the underlying reasons for purposes ofa course of instruction, (Richards, Plait and Platt, 1987, p. 254) (2) Approach refers to different theoriss about the nature of language and how languages are Jearned. (Richards, Platt and Platt, 1987, p.
20) (3) Conmmmicative Competence is the ability not only to apply the grammatical rules ofa language in order to form grammatically correct sentences but also to know when and where to use (hese senlences and lo wham. 65) 44 Jnput is language which a leamer hears or receives and fiom which he or she can learn. (Richards, Platt and Platt, 1987, p. 182) (3) Language Proficiency rofbrs lo the degree af skill with which a person can use a language, such as how well a person can read, write, speak, or understand language.
(Richards, Platt and Platt, 1987, p. 204) #6 Linguistic Competence is the knowledge a leaner knows about the language Gailey, 2005, p. 3) Linguistic Performance is how a learner use the known knowledge in communication. 3) (8) Objectives are descriptions ofwhat is to be achieved in a course.
(Richards, Platt and Platt, 1987, p. 253) (9) Speech (Oral) Frrors ava faults made by speakers during the production of sounds, words and sentences. (Richards, Platt and Platt, 1987, p. 344) (1 Swateyy is a procedure used in learning, thinking, etc.
which serve as a way of reaching a goal (Richards, Platt and Platt, 1987, p. 355) {11) Target Language is the language a person is learning, in contzast to # first language or mother tongue. (Richards, Platt and Platt, 1987, p. 373) -9- PARI 1: INTRODUCTION L Rationales ‘Nowadays English plays an important role in socio-economne life.
Learning English is necessary for a.lot of people. The cantral of teaching and Isarning is to perfect four skills of which speaking is probably the most difficult for leamers to develop because it requires them to produce the language most of the time spontaneously or without enough time to construct appropriate and correc! ulferances. Over a long period, considerable attention has been paid to errors and error correction in speaking classes (Tllis, 1994), Different authors have different views, Some consider an erver as something natural. They claim that people cannot avoid making errors and even can lean fiom them Making errors is a part of leaming, and exror correction should be done selectively in order to have better results in the classroom.
Others, however, regard an error as something negative which must be avoided. As a conssquence, language teachers have always adopled a repressive attitude towards it. They usually hold most authority to comect learners’ exrors automatically, regarding the fact that learners value and expect teachers’ correction, To most language teachers, cozrecting learners’ oral exrors is one of the most frustrating tasks because it has more potential for subjectivity due to individual variables (Cohen, 1998). In considering the individual variables as influct tial parts in speaking, crror correction is Inighly challenging and possibly perplexing.
Therefore, orror correction shauld be done appropriately, lest, it will discourage learners from learning and practicing the language. Tl should be noted that although crror correction has been the focus of research for along time, a large number of authors have concentrated mostly on the causes of exrors, whether te correct oral error or not and the techmiques to correct errors. Llowever, there is little research dealing with appropriate caror-corretion strategies in general and in speaking class sm particular.
