Errors, correction and remedial work

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The main reason for errors are poor materials,bad teaching,errors from the learning process,and mother tongue interference.The errors are a very bad thing and signal a breakdown in the teaching and learning process.Certainly,this was the accepted view for many years.The mentalists regard that a learner must make errors as a necessary part of the l-ng.Errors will always be made,and have direct implications for remedial work.The teacher needs to plan his remedial work of them into the sillabus for the coming week and months.The learners brings with him one source of errors:His mother tongue,and the learning process itself is the source of other errors.The first stage is to establish what the error is.The second stage is to establish the possible sources of the error to explain why is happened.It is not enough simply to have located the error and analised its cause.The third step is to decide how seriousthe mistake is.An approach is to look at the error in linguistic terms and se what rules are broken.As a general principle,errors in the overall structure of sentences are more important that errors affecting parts of sentences.The error-types considered most serious are:Tens,concord,negation,articles and lexical errors.The last step after establishing the área of error is its correction.There is no easy to know how much to correct or how often.It is depends to the sensitivy of the student and the nature of the task.Too many mistakes might suggest that it was the wrong task and produce more incorrect that correct utterances.Written work must always be read through and carefully checked before handing in.Correction might also come from another source apart,from the students himself . Or from other member of the group.When dealing with the errors of the whole class,it is best to present the remedial point to a class as a part of the normal teching plan.In this case ,it is vital to be different and varied in the representation of the material

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