TO ERR IS HUMAN!: DEALING WITH ERROR AND ITS EFFECTS ON ORAL PRODUCTION FROM THE PERSPECTIVE OF THE STUDENT OF ENGLISH AS A FOREIGN LANGUAGE / ERRAR É HUMANO!: A VIVÊNCIA DE ERROS E SEUS EFEITOS NA PRODUÇÃO ORAL SOB A PERSPECTIVA DO ALUNO DE INGLÊS COMO LÍNGUA ESTRANGEIRA

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The purpose of this study is to investigate how students deal with errors and their correction in spoken discourse in a foreign language class. In this study, the error is considered an essential part of the learning and teaching process (Allwright &Bailey, 1991). The classroom is studied with respect to its social, affective and cognitive dimensions (Allwright, 1988; Prabhu, 1992; Arnold &Brown, 1999), and learning is examined according to a socio-interactional and socio-constructivist perspective (Bakhtin, 1981; Mercer, 1994, 2000; Vygotsky, 1998). The investigation used selected, videotaped parts of English classes in two different contexts and the students´ answers to two questionnaires distributed before and after a viewing of the videotape. The analysis of how students deal with errors in spoken discourse and their correction shows that errors are important for the learning of English as a foreign language. The results of this analysis indicate that students may or may not perceive and deal with spoken errors and their correction in a harmonious manner, depending on their personal relations and the kinds of interaction established in the classroom. These results also point out the perception of the teacher´s central role in corrections of all types.

ASSUNTO(S)

mistake erro error foreign language teaching resposta engano ensino de lingua estrangeira answer

ACESSO AO ARTIGO

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