Abstract
Errors are an integral part of the learning process. While learners see errors as something negative, for teachers errors can serve as a valuable source of information about the weak sides of the students and help shape the course content accordingly. The research on error correction focused on the types of oral feedback on language given by content and language teachers (English language in both cases). The researcher observed content and language classes focusing on the frequency and type of error correction used by the teacher. Content classes included university students' Literature and History classes, while language classes included Academic Reading and General English classes. The results of the lesson observation show that language teachers implement a variety of error correction techniques and use them more frequently than content teachers. The main argument of the content teachers for not applying error correction techniques is the factor of time. Though they notice their students’ errors, they consciously do not correct them or use direct error correction for the sake of time. Students’ survey results show that students prefer being corrected in both types of classes. Moreover, they indicate that teachers ignoring students’ errors lose their reputation among the students as they consider the teacher’s language proficiency low.
Author Information
Elina Tovmasyan, Kimyo International University in Tashkent, Uzbekistan
Paper Information
Conference: KAMC2023
Stream: Language and Cultural Studies
This paper is part of the KAMC2023 Conference Proceedings (View)
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To cite this article:
Tovmasyan E. (2023) Error Correction in Language and Content Classes: Teachers’ and Students’ Views ISSN: 2436-0503 – The Kyoto Conference on Arts, Media & Culture 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2436-0503.2023.44
To link to this article: https://doi.org/10.22492/issn.2436-0503.2023.44
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