Luận văn teachers' correction of written errors and students' uptake

Many rescarchers on errors in sccond language Icarning have been donc by several scholars like Corder 1967, Richard 1992, and Spelunker 1992 Error Analysis is the study and analysis of t

VIETNAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

PHAM THI VIET DUNG

TI.XTRIE (U811NNŒ'WNITINHSIRIS

1W)SIUNNIS U'ĐWđ:

( Cách chữa lỗi viết của giáo viên và sự tiếp nhận của học sinh )

M.AMINOR PROGRAMME THESIS

METHODOLOGY

CODE: 601410

HA NOL, AUGUST 2010

VIETNAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

PHAM THI VIET DUNG

TI.XTRIE (U811NNŒ'WNITINHSIRIS

1W)SIUNNIS U'ĐWđ:

( Cách chữa lỗi viết của giáo viên và sự tiếp nhận của học sinh )

M.AMINOR PROGRAMME THESIS

METHODOLOGY

CODE: 601410

SUPERVISOR: CAO THI PHUONG

HA NOI, AUGUST 2010

2 Aims of the study

3 Soopes of the study

4, Method of the study

5 Design of the study

Part 2: Content

Chapter 1: Literature Review

1.1 Eors in language learning process

1.1.1 Definition of erors

1.1.2 Errors and mistakes

1.1.3 Ercor Analysis in sccond language acquisition

1.2 Second Language Acquisition Perspectives on Error Correction in Second Language

Learning

1.2.1 Definition of feedback

iv vil

bà

be

bà

13

readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence In other words, he associales orrors with faihues in competence and mistakes with failures in performance

1.1.3 Exror Analysis im second language acquisition

Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching Many rescarchers on errors in sccond language Icarning have been donc by several scholars like

Corder (1967), Richard (1992), and Spelunker (1992)

Error Analysis is the study and analysis of the errors made by second and foreign language learners Error Analysis may be cartied out in order to

- _ identify strategies which leamers use in language Icarning

- identify the causes of learners’ errors

+ oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials

Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics Error Analysis was therefore offered us an alternative Lo conttastive analysis Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them A basis distinction was drawn between intralingual and Interlingual errors

An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer Intralingual error may be caused by the influence

of one target language item upon another For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes tntralingual errors can be

classificd as follows.

1.2.2 Second Language Acquisition Perspectives on Error Correction in Second,

Language Learning

1.3 Written Error Correction Strategies

1.3.1 Direct corrective feedback

1.43,

Indirect corrective feedback

1.3.3 Metalinguistic corrective feedback

1.3.4, Foons of the f2edback

1.3.5 Reformulation

1.4 Effectiveness of corrective feedback strategies

1.5 Exror Correction and Learners’ Uptake

Chapter 2: The Study

2.5.1.1, Task 1: (Direct corrective feedback applied)

2.5.1.2 Task 2: (Indirect corrective feedback applied)

2.5.1.3, Task 3: Metalinguistic corrective feedback applied)

2.7 Data analysis

2.8 Leamer Responses to Feedback: Uptake and Repair

Chapter 3: hmplications and Suggestions for written error correction

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

2.7 Data analysis

2.8 Leamer Responses to Feedback: Uptake and Repair

Chapter 3: hmplications and Suggestions for written error correction

PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW

1 Errors in language learning process

1.1.1, Definition of errors

According to Corder (1975:112), an error is referred to as a linguistic form which is

cither superficially devianl or inappropriale in Lerms of the large language Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language

In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker

It can be therefore, said that it is not easy to define what can be considered to be errors

in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors

1.1.2 Exrors and mistakes

‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance Mistakes are of

no significance to the process of language leaning However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them,

Corder (1967; 59) made a distinction between a mistake and an error Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be

1.2.2 Second Language Acquisition Perspectives on Error Correction in Second,

Language Learning

1.3 Written Error Correction Strategies

1.3.1 Direct corrective feedback

1.43,

Indirect corrective feedback

1.3.3 Metalinguistic corrective feedback

1.3.4, Foons of the f2edback

1.3.5 Reformulation

1.4 Effectiveness of corrective feedback strategies

1.5 Exror Correction and Learners’ Uptake

Chapter 2: The Study

2.5.1.1, Task 1: (Direct corrective feedback applied)

2.5.1.2 Task 2: (Indirect corrective feedback applied)

2.5.1.3, Task 3: Metalinguistic corrective feedback applied)

PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW

1 Errors in language learning process

1.1.1, Definition of errors

According to Corder (1975:112), an error is referred to as a linguistic form which is

cither superficially devianl or inappropriale in Lerms of the large language Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language

In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker

It can be therefore, said that it is not easy to define what can be considered to be errors

in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors

1.1.2 Exrors and mistakes

‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance Mistakes are of

no significance to the process of language leaning However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them,

Corder (1967; 59) made a distinction between a mistake and an error Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be

13

readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence In other words, he associales orrors with faihues in competence and mistakes with failures in performance

1.1.3 Exror Analysis im second language acquisition

Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching Many rescarchers on errors in sccond language Icarning have been donc by several scholars like

Corder (1967), Richard (1992), and Spelunker (1992)

Error Analysis is the study and analysis of the errors made by second and foreign language learners Error Analysis may be cartied out in order to

- _ identify strategies which leamers use in language Icarning

- identify the causes of learners’ errors

+ oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials

Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics Error Analysis was therefore offered us an alternative Lo conttastive analysis Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them A basis distinction was drawn between intralingual and Interlingual errors

An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer Intralingual error may be caused by the influence

of one target language item upon another For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes tntralingual errors can be

classificd as follows.

on grammar and structures It is a task thal no Iwo poopie do the same way However, there are some logical steps that every writer seems to follow in the creation ofa paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood,

English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English,

Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning,

There have boon a nomiber of B.A, M.A thesis making ror analysis by Vietnamese

ELT methodotogists and applied linguists, such as Nguyen Van Loi (1999), Do Mong Yen

(2002), Tran Thi Hai Binh (2005), ote, bul nenc of them tnantioned the responding of students

to their teachers’ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers’ correction as well as students’ uptake would be relevant to teachers as well as students at school

2, Aims of the study

This study investigates the cffeet of teacher conective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing

on the results af the above ersor analysis, the researcher finally hopes

- giving a better awareness of pupils’ errors in written English

2.7 Data analysis

2.8 Leamer Responses to Feedback: Uptake and Repair

Chapter 3: hmplications and Suggestions for written error correction

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

13

readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence In other words, he associales orrors with faihues in competence and mistakes with failures in performance

1.1.3 Exror Analysis im second language acquisition

Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching Many rescarchers on errors in sccond language Icarning have been donc by several scholars like

Corder (1967), Richard (1992), and Spelunker (1992)

Error Analysis is the study and analysis of the errors made by second and foreign language learners Error Analysis may be cartied out in order to

- _ identify strategies which leamers use in language Icarning

- identify the causes of learners’ errors

+ oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials

Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics Error Analysis was therefore offered us an alternative Lo conttastive analysis Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them A basis distinction was drawn between intralingual and Interlingual errors

An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer Intralingual error may be caused by the influence

of one target language item upon another For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes tntralingual errors can be

classificd as follows.

1.2.2 Second Language Acquisition Perspectives on Error Correction in Second,

Language Learning

1.3 Written Error Correction Strategies

1.3.1 Direct corrective feedback

1.43,

Indirect corrective feedback

1.3.3 Metalinguistic corrective feedback

1.3.4, Foons of the f2edback

1.3.5 Reformulation

1.4 Effectiveness of corrective feedback strategies

1.5 Exror Correction and Learners’ Uptake

Chapter 2: The Study

2.5.1.1, Task 1: (Direct corrective feedback applied)

2.5.1.2 Task 2: (Indirect corrective feedback applied)

2.5.1.3, Task 3: Metalinguistic corrective feedback applied)

13

readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence In other words, he associales orrors with faihues in competence and mistakes with failures in performance

1.1.3 Exror Analysis im second language acquisition

Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching Many rescarchers on errors in sccond language Icarning have been donc by several scholars like

Corder (1967), Richard (1992), and Spelunker (1992)

Error Analysis is the study and analysis of the errors made by second and foreign language learners Error Analysis may be cartied out in order to

- _ identify strategies which leamers use in language Icarning

- identify the causes of learners’ errors

+ oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials

Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics Error Analysis was therefore offered us an alternative Lo conttastive analysis Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them A basis distinction was drawn between intralingual and Interlingual errors

An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer Intralingual error may be caused by the influence

of one target language item upon another For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes tntralingual errors can be

classificd as follows.

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

on grammar and structures It is a task thal no Iwo poopie do the same way However, there are some logical steps that every writer seems to follow in the creation ofa paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood,

English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English,

Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning,

There have boon a nomiber of B.A, M.A thesis making ror analysis by Vietnamese

ELT methodotogists and applied linguists, such as Nguyen Van Loi (1999), Do Mong Yen

(2002), Tran Thi Hai Binh (2005), ote, bul nenc of them tnantioned the responding of students

to their teachers’ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers’ correction as well as students’ uptake would be relevant to teachers as well as students at school

2, Aims of the study

This study investigates the cffeet of teacher conective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing

on the results af the above ersor analysis, the researcher finally hopes

- giving a better awareness of pupils’ errors in written English

11

- helpmg teachers have positive attitudes towards students’ written errors

- to find out sofutions to the problems in the students’ learning process as well as the teachers’ teaching process so that students” errors in writing can be avoided

3 Scopes of the study

Due to the limited time, this research confines itself to errors in written language, which are collected trom written tasks performed by second language high school students

4, Method of the study:

This is a quantitative research using compositions as a technique of eliciting data tor the analysis and statistical counting as measurement of results

5, Design of the study:

For achieving the aims stated above, the research starts with an introduction giving an overview of what is researched, why and how it can be done, Followed are three chapters presenting, the main part of the research,

In chapter one, literature related to the study is reviewed It is divided into 3 main

sections Section 1 introduces some Errors in language learning process ‘Ihe notion of errors

is discussed in the opinions of Corder, Duskova, and Richards Section 2 summarizes Second

Langnage Acquisition Perspectives on Error Correction in Second Language Learning In

section 3, the researcher provides some Written Error Correction Strategies, which are suggested by the former Scction 4 and section 5 mention the effectiveness of corrective fecdback stralogics and how lowers uptake

Chapler two is composed of two paris: roscarch design and discussion of rasutts, In the first part, the rescarch method is clearly described with specific procedures in collecting and analyzing data The stalistical resulls arc shown up to determing the most oflfective comzative feedback among those applied in the research

PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW

1 Errors in language learning process

1.1.1, Definition of errors

According to Corder (1975:112), an error is referred to as a linguistic form which is

cither superficially devianl or inappropriale in Lerms of the large language Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language

In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker

It can be therefore, said that it is not easy to define what can be considered to be errors

in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors

1.1.2 Exrors and mistakes

‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance Mistakes are of

no significance to the process of language leaning However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them,

Corder (1967; 59) made a distinction between a mistake and an error Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be

1.2.2 Second Language Acquisition Perspectives on Error Correction in Second,

Language Learning

1.3 Written Error Correction Strategies

1.3.1 Direct corrective feedback

1.43,

Indirect corrective feedback

1.3.3 Metalinguistic corrective feedback

1.3.4, Foons of the f2edback

1.3.5 Reformulation

1.4 Effectiveness of corrective feedback strategies

1.5 Exror Correction and Learners’ Uptake

Chapter 2: The Study

2.5.1.1, Task 1: (Direct corrective feedback applied)

2.5.1.2 Task 2: (Indirect corrective feedback applied)

2.5.1.3, Task 3: Metalinguistic corrective feedback applied)

on grammar and structures It is a task thal no Iwo poopie do the same way However, there are some logical steps that every writer seems to follow in the creation ofa paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood,

English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English,

Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning,

There have boon a nomiber of B.A, M.A thesis making ror analysis by Vietnamese

ELT methodotogists and applied linguists, such as Nguyen Van Loi (1999), Do Mong Yen

(2002), Tran Thi Hai Binh (2005), ote, bul nenc of them tnantioned the responding of students

to their teachers’ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers’ correction as well as students’ uptake would be relevant to teachers as well as students at school

2, Aims of the study

This study investigates the cffeet of teacher conective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing

on the results af the above ersor analysis, the researcher finally hopes

- giving a better awareness of pupils’ errors in written English

PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW

1 Errors in language learning process

1.1.1, Definition of errors

According to Corder (1975:112), an error is referred to as a linguistic form which is

cither superficially devianl or inappropriale in Lerms of the large language Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language

In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker

It can be therefore, said that it is not easy to define what can be considered to be errors

in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors

1.1.2 Exrors and mistakes

‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance Mistakes are of

no significance to the process of language leaning However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them,

Corder (1967; 59) made a distinction between a mistake and an error Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

2.7 Data analysis

2.8 Leamer Responses to Feedback: Uptake and Repair

Chapter 3: hmplications and Suggestions for written error correction

CORRECTIVE FEEDBACK

ERROR ANALYSIS

ENGLISH SECOND LANGUAGE

FIRST LANGUAGE SECOND LANGUAGE

PARI I: CONTENT CHAPTER 1: LITERATURE REVIEW

1 Errors in language learning process

1.1.1, Definition of errors

According to Corder (1975:112), an error is referred to as a linguistic form which is

cither superficially devianl or inappropriale in Lerms of the large language Besides, Janes (1998: 1} provisionally detines a language exror as an unsuccesstil bit of language

In an article about some problems of definition, identification, and distinction, Lennon (1991; 181), from the university of Kassel, suggested that notwithstanding native speaker

It can be therefore, said that it is not easy to define what can be considered to be errors

in terms of linguistics, In order to limit the scope of the research and to have a clear, consistent sel of corpus as the subject of the research, the researcher wauld like to propose this working definition: The language usages which arg, to some extent, contrary to the general rules or styles in Linglish, or any deviated forms or structures that cannot account for the Linglish model of usage assumed by céucaicd users are considered crroncous, ungrarmmatically or unacceptable, thus being regarded as errors

1.1.2 Exrors and mistakes

‘A distinction is sometimes made between an error, which results ftom incomplete knowledge, and a mistake made by a learner when writing or speaking and which is caused by lack of allention, fatigue, carelessness, ot some other aspecls of performance Mistakes are of

no significance to the process of language leaning However, the problem of determining, what is a learner's mistake and what a learner’s error is one of some difficulty and involves a much more sophisticated study and analysis of exrors than is usually accorded them,

Corder (1967; 59) made a distinction between a mistake and an error Whereas a mistake is a random performance slip caused by fatigue, excitement, ete, and therefore can be

on grammar and structures It is a task thal no Iwo poopie do the same way However, there are some logical steps that every writer seems to follow in the creation ofa paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood,

English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English,

Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning,

There have boon a nomiber of B.A, M.A thesis making ror analysis by Vietnamese

ELT methodotogists and applied linguists, such as Nguyen Van Loi (1999), Do Mong Yen

(2002), Tran Thi Hai Binh (2005), ote, bul nenc of them tnantioned the responding of students

to their teachers’ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers’ correction as well as students’ uptake would be relevant to teachers as well as students at school

2, Aims of the study

This study investigates the cffeet of teacher conective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing

on the results af the above ersor analysis, the researcher finally hopes

- giving a better awareness of pupils’ errors in written English

13

readily setf-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the second language A learner cannot self-correct an error because it is a reflective product of his or her current stage of second language development or underlying competence In other words, he associales orrors with faihues in competence and mistakes with failures in performance

1.1.3 Exror Analysis im second language acquisition

Frrors are now viewed as natural and important part of learning process bscausc they can yield information about language This positive attitude towards errors is especially important in the wake of the Communicative Language Learning and Teaching Many rescarchers on errors in sccond language Icarning have been donc by several scholars like

Corder (1967), Richard (1992), and Spelunker (1992)

Error Analysis is the study and analysis of the errors made by second and foreign language learners Error Analysis may be cartied out in order to

- _ identify strategies which leamers use in language Icarning

- identify the causes of learners’ errors

+ oblain information on common difficultics in language Tearing, as an aid to teaching or in the preparation of teaching materials

Error Analysis developed as a branch of applied linguisties in the 1960s, and sct out to demonstrate that many Jeamers’ errors were not due to the learners’ mother tongue but reflected universal icarning stratogics Error Analysis was therefore offered us an alternative Lo conttastive analysis Attempts were made to develop classifications for different types of errors on the basis of the different processes that were assumed to account for them A basis distinction was drawn between intralingual and Interlingual errors

An Intralingual error is one which results Grom faulty or patlial learning of the Target language, rather than itom language transfer Intralingual error may be caused by the influence

of one target language item upon another For example, a leaner may produce He is comes, based ona blend of the English structures /7e is coming, He comes tntralingual errors can be

classificd as follows.

11

- helpmg teachers have positive attitudes towards students’ written errors

- to find out sofutions to the problems in the students’ learning process as well as the teachers’ teaching process so that students” errors in writing can be avoided

3 Scopes of the study

Due to the limited time, this research confines itself to errors in written language, which are collected trom written tasks performed by second language high school students

4, Method of the study:

This is a quantitative research using compositions as a technique of eliciting data tor the analysis and statistical counting as measurement of results

5, Design of the study:

For achieving the aims stated above, the research starts with an introduction giving an overview of what is researched, why and how it can be done, Followed are three chapters presenting, the main part of the research,

In chapter one, literature related to the study is reviewed It is divided into 3 main

sections Section 1 introduces some Errors in language learning process ‘Ihe notion of errors

is discussed in the opinions of Corder, Duskova, and Richards Section 2 summarizes Second

Langnage Acquisition Perspectives on Error Correction in Second Language Learning In

section 3, the researcher provides some Written Error Correction Strategies, which are suggested by the former Scction 4 and section 5 mention the effectiveness of corrective fecdback stralogics and how lowers uptake

Chapler two is composed of two paris: roscarch design and discussion of rasutts, In the first part, the rescarch method is clearly described with specific procedures in collecting and analyzing data The stalistical resulls arc shown up to determing the most oflfective comzative feedback among those applied in the research

on grammar and structures It is a task thal no Iwo poopie do the same way However, there are some logical steps that every writer seems to follow in the creation ofa paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood,

English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English,

Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning,

There have boon a nomiber of B.A, M.A thesis making ror analysis by Vietnamese

ELT methodotogists and applied linguists, such as Nguyen Van Loi (1999), Do Mong Yen

(2002), Tran Thi Hai Binh (2005), ote, bul nenc of them tnantioned the responding of students

to their teachers’ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers’ correction as well as students’ uptake would be relevant to teachers as well as students at school

2, Aims of the study

This study investigates the cffeet of teacher conective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing

on the results af the above ersor analysis, the researcher finally hopes

- giving a better awareness of pupils’ errors in written English

1.2.2 Second Language Acquisition Perspectives on Error Correction in Second,

Language Learning

1.3 Written Error Correction Strategies

1.3.1 Direct corrective feedback

1.43,

Indirect corrective feedback

1.3.3 Metalinguistic corrective feedback

1.3.4, Foons of the f2edback

1.3.5 Reformulation

1.4 Effectiveness of corrective feedback strategies

1.5 Exror Correction and Learners’ Uptake

Chapter 2: The Study

2.5.1.1, Task 1: (Direct corrective feedback applied)

2.5.1.2 Task 2: (Indirect corrective feedback applied)

2.5.1.3, Task 3: Metalinguistic corrective feedback applied)

on grammar and structures It is a task thal no Iwo poopie do the same way However, there are some logical steps that every writer seems to follow in the creation ofa paper In writing process that need grammatical and spelling understanding well to make the composition well and can be understood,

English is very complicated for Vietnamese learners, as English and Vietnamese are of two different Linguistic types Besides, there are quite a lot of differences in the way of thinking, lifestyle, and literature between the two cultures, These contrasts themselves have caused Vietnamese learners to meet some difficulties and commit errors while leaming English,

Most teachers hope their feedback will not only improve their students’ current writing, but also help their writing and language development TTow to deal with and when to give feed back to the errors are vital in teaching English as it may either result in motivation or discouragement in language learning,

There have boon a nomiber of B.A, M.A thesis making ror analysis by Vietnamese

ELT methodotogists and applied linguists, such as Nguyen Van Loi (1999), Do Mong Yen

(2002), Tran Thi Hai Binh (2005), ote, bul nenc of them tnantioned the responding of students

to their teachers’ correction It is hoped that the findings of this thesis in the area of writing and the influence of teachers’ correction as well as students’ uptake would be relevant to teachers as well as students at school

2, Aims of the study

This study investigates the cffeet of teacher conective feedback and is aimed at making an analysis of the errors made by students of English in learning writing skill Basing

on the results af the above ersor analysis, the researcher finally hopes

- giving a better awareness of pupils’ errors in written English