UNIVERSIDADE LICUNGO
FACULTY OF EDUCATION
HONOURS DEGREE IN ENGLISH LANGUAGE TEACHING
ASSIA ATUMANE AMADE
DÉRCIO CARLOS AMÉRICO BONDE
LEISSE CRIMILDO MACAMO
RAUL JORDINO RAUL
ERRORS AND MISTAKE
Quelimane
2023
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ASSIA ATUMANE AMADE
DÉRCIO CARLOS AMÉRICO BONDE
LEISSE CRIMILDO MACAMO
RAUL JORDINO RAUL
ERRORS AND MISTAKE
An assignment submitted to the Faculty
of Education in Di ii by lecturer: Suzana
N.Evali
Quelimane
2023
3
Content Page
1. Introduction ................................................................................................................................. 4
2. The Definition of error and mistake............................................................................................ 5
2.1. Error ......................................................................................................................................... 5
2.1.1. The types of errors ................................................................................................................ 5
2.2.1. Causes of errors..................................................................................................................... 6
2.2.2. The sources of errors ............................................................................................................. 6
3. Mistake........................................................................................................................................ 7
3.1. Types of mistakes .................................................................................................................... 7
3.2. Correcting mistakes ................................................................................................................. 7
3.2.1. Practice .................................................................................................................................. 8
3.2.2. Self-correction....................................................................................................................... 8
3.2.3. Peer correction ...................................................................................................................... 8
3.3.3. Providing the answer: last resort ........................................................................................... 9
4. Conclusion ................................................................................................................................ 10
6. References ................................................................................................................................. 11
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1. Introduction
An error is different from mistakes, in the process of teaching and learning is very
reasonable if students make mistakes. As teachers can not expect students to learn something
perfect for the first time. Student errors are part of the learning process that must be addressed
wisely. It is essential here to make a distinction between mistakes and errors. Two things need to
be stated here: Firstly, mistakes do not require special treatment assuming they are recognized.
Secondly, error here refers to structures only.
According to Bartram and Walton (1991: 21) state that mistake is wrong language which
a native speaker would not usually produce, that is something that only learners of the language
produce. Error and mistake are two different words that are actually synonyms of each other.
They also mean the same thing, something that is done incorrectly or is wrong. This could be due
to bad judgment, inattention or may due to lack of focus. The main difference between the two is
the context that they are used in. Mistake 'refers to student errors based on false allegations or
failure to use certain known systems. While 'Error' refers to students' mistakes in terms of
understanding.
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2. The Definition of error and mistake
An error is different from mistakes. In the process of teaching and learning is very
reasonable if students make mistakes. As teachers can not expect students to learn something
perfect for the first time. Student errors are part of the learning process that must be addressed
wisely. It is essential here to make a distinction between mistakes and errors. Two things need to
be stated here: Firstly, mistakes do not require special treatment assuming they are recognized.
Secondly, error here refers to structures only. According to Bartram and Walton (1991: 21) state
that mistake is wrong language which a native speaker would not usually produce, that is
something that only learners of the language produce.
Error and mistake are two different words that are actually synonyms of the each other.
They also mean the same thing, something that is done incorrectly or is wrong. This could be due
to bad judgment, inattention or my due to lack of focus. The main difference between the two is
the context that they are used in. Mistake refers to student errors based on false allegations of
failure to use certain known systems. Jeremy Harmer (1988)
2.1. Error
According to Bose, M, N. K. (2005) an error is a deviation which is made by the learner
because he does not know the rule and he/she will make it repetitively.
English farm's blog defines error as something you don't know. It is grammar you haven't
learned yet or vocabulary you haven't learned the nuance of yet. Errors are interesting because it
gives you a chance to learn something for the first time.
2.1.1. The types of errors
Hendri (2012) mentioned three types of errors:
1. Grammatical error - are errors that have to do with the grammar aspect, such as:
incorrect use of an article: (an banana, a apple)
incorrect word form: (unuseful, disrelevant )
incorrect subject verb agreement (I is, they is, you am)
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2. Vocabulary error- are errors that has to do with vocabulary aspect:
3. Spelling errors: (I laike apple)
2.2.1. Causes of errors
The cause of error which often happen, Bose, M, N. K. (2005) exposes three causes of
errors:
Carelessness: It is often closely related to lack of motivation. Many teachers will admit
that it is not always the students fault if he loses interest; perhaps the materials and/or the
style of presentation do not suit him.
First language interference: Learning a language (mother tongue or a foreign language)
was a matter of habit information. The learner’s utterances were thought to be gradually
shaped, towards those of the language he was learning.
Translation: Probably the most students make errors is translation. This happens because
a student translates his first language sentence of idiomatic expression in to the target
language word by word.
2.2.2. The sources of errors g
In learning a foreign language, students frequently make errors because they are common
features of learning the new foreign or second language. When students made an error in their
sentences, actually we their teacher can knowing what the causes. The cause of errors is well
known as the source of errors. According Selinker talks about five central processes related to
Inter-language:
1. Language transfer: This process is a result of overgeneralization and of fossilization of
items, rules and subsystems, which are transferred from the native language to the target
language during the performance of inter-language.
2. Transfer of training: The errors in this process result from misleading and
overgeneralized information given by textbooks and language teacher.
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3. Strategies of second language learning: There are different strategies which affect the
surface structure of sentences. This process is exemplified by the tendency of learners to
simplify the target language.
4. Strategies of second language communication: This strategy can be characterized by the
avoidance of grammatical formatives like articles, plural forms, past tense forms, etc.
5. Overgeneralization of target language linguistic material: Second language learners tend
to overgeneralize the rules in the target language in order to reduce them to a simpler
level.
3. Mistake
A mistake refers to a performance error that is either a random guess or a “slip”, in that is
a failure to utilize a noun system correctly. All people make a mistake, in both native and second
language situations. Native speakers are normally capable of recognizing and correcting such
“lapses” or mistakes, which are not the result of a deficiency in competence but the result of
some sort of temporary breakdown or imperfection in the process of producing speech. These
hesitations, slips of the tongue, random ungrammaticalities, and other performance lapses in
native-speaker production also occur in second language speech. Ibid
3.1. Types of mistakes
According to Harmer, there are three types of mistakes:
Slips - are mistakes which students can correct themselves, once the mistake has been
pointed out to them.
Errors - Errors are mistakes which they can’t correct themselves - and which, therefore,
need explanation.
Attempt - are mistakes that students make when they try to say something but do not yet
know how to say it.
3.2. Correcting mistakes
Johnson, K. (1988). States that, students will make lots of mistakes. It is an important
part of the learning process. If they are not making mistakes then they are not being given
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difficult enough topics and structures to work with. You have to choose material that is
challenging but manageable for your class and correct mistakes n positive ways.
There are some aspects of how to correct mistakes:
3.2.1. Practice
When introducing new vocabulary, emphasize correct pronunciation and during the
drilling exercises have students practice using choral repetition. This means students are not
immediately singled out to pronounce new and unfamiliar words and they can become
accustomed to the sound the words together.
The next step is generally to call on students or have students volunteer to pronounce
words or phrases. It is an important step to check pronunciation on an individual basis however it
means that a student is being singled out to perform independently in front of the entire class.
3.2.2. Self-correction
The best way to correct mistakes is to have students correct themselves. Ideally a student
will realize a mistake has been made and fix it automatically but that is not always the case. if a
student answers a question incorrectly you can gently prompt them to revisit their answer .
One of the ways to do this is to repeat what the student said placing emphasis on the
incorrect portion, for instance ‘I have play baseball’ and saying it in a question way. At this point
the students have an opportunity to think about and revise his initial response. You may have
your own method of prompting students with a facial expression or phrase which they associate
with being incorrect but avoid saying words such as wrong, incorrect, or no in response to
mistakes. They are negative and will have ill effects on your student’s confidence in the
classroom.
3.2.3. Peer correction
When a student is unable to self-correct, peer correction might be appropriate. If a student
raises his hand while you are waiting for a student to self-correct, you are waiting for a student to
self-correct, you may want to call on that student for the correct answer or, after waiting a short
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time for a student to self-correct, you could ask the whole class the same question and encourage
a choral response.
Especially with challenging questions, this is a good method because then it is unknown
who in the class has the right answer and who does not. Just repeat and emphasize the correct
answer by writing it on the board and explaining why it is correct. This is a good method of
correcting mistakes because it shifts focus away from the student that provided the original
incorrect answer.
3.3.3. Providing the answer: last resort
Sometimes individual students as well as entire classes have no idea what the answer to
your questions is. If providing hints and examples does not lead them to correct answer, you will
have to provide it. Generally this is the resort and means that a lot of review activities may be in
order but keeping a positive attitudes and explaining the answer good-naturedly will do a lot to
keep your students positive about Leaning English. Asking similar questions in simpler form will
be student confident again so that the lesson can continuous smoothly.
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4. Conclusion
The discussion of the errors and mistakes in English language is still alive and plays a
vital role in English language learning in the EFL classroom for foreign and second language
settings. Whichever way you go about correcting your students, try to keep the experience
positive for the leaners being corrected constantly can be really de-motivating, as every
languages leaner knows. As you are listening for your student’s errors, make sure you also listen
out of really good use of language and highlight these to the group two. In the case of language
learning we really believe the classic saying “you learn from your mistake”
It may be more helpful for students and more efficient for teachers to correct selective
written errors by using a combination of direct and indirect techniques depending upon the
types and frequencies of errors that a student produces.
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6. References
Bose, M, N. K. (2005). English Language Teaching. (ELT) for Indian Students. India: New
Century Book House.
Cohen, A, D., & Robbins, M. (1976). Towards Assessing Inter language Performance The
Relationship Between Selected Errors, Learners’ Characteristics, and Learners’
Explanations. Language Learning, 26(1), 414-422.
Hormer, D. (1988). Classroom correction: Is it correct? System, 16 (2), 213-220.
Johnson, K. (1988). Mistake Correction. ELT Journal, 42(2), 89-96
Zon Hendri (2012). An analysis of the second year student errors on Hortatory Exposition
Writing at SMA IT Bangkiang”
Jeremy Harmer (1988) An introduction to the practices of English language teaching. How to
teach English.
