An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar

Book chapter

Chaudary, Farah and Moya, M. 2019. An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 255-267
AuthorsChaudary, Farah and Moya, M.
EditorsZoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï
Abstract

Attitudes towards errors in language learning are changing as a result of recent contributions coming from the field of pedagogical grammar, which take into consideration notions of error analysis, contrastive analysis and the study of interlanguage. Errors, we argue, should be considered as opportunities to develop learners’ language awareness to further their learning, and as instances for teachers to design more effective remedial work. Through the analysis of a learner’s written assignment, Corder’s (1967a) model of errors analysis is applied in order to identify errors leading to develop an understanding of the reasons behind the occurrence of inconsistencies produced by a speaker of Arabic learning English as a foreign language. Whilst the results point to prevalent negative interferences between the two languages, the main outcome of the study is centred on the value of errors as opportunities for both learners and instructors and on the salient role of feedback.

KeywordsPedagogical Grammar; Error Analysis; Corrective feedback
Book titleProceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World
Page range255-267
Year2019
PublisherZayed University Press
Publication dates
Print2019
Publication process dates
Deposited13 May 2019
Accepted12 Feb 2019
Accepted12 Feb 2019
EventApplied Linguistics and Language Teaching International Conference and Exhibition
ISBN978-9948388944
Web address (URL)https://www.zu.ac.ae/main/en/research/publications/_books_reports/2018/ALLT2018Proceedings.pdf
Additional information

© 2019 Zayed University and individual authors. All rights reserved.

JournalApplied Linguistics and Language Teaching Conference Proceedings 2018
LicenseAll rights reserved
Accepted author manuscript
File Access Level
Repository staff only
Publisher's version
Permalink -

https://repository.uel.ac.uk/item/8452v

Log in to edit

Download files

  • 550
    total views
  • 5864
    total downloads
  • 8
    views this month
  • 79
    downloads this month

Export as

Related outputs

Participatory Assessment: Designing a Learner-driven Test
Moya, M. 2022. Participatory Assessment: Designing a Learner-driven Test. XLV FAAPI Conference 2021: First Latin American Conference on Language Testing and Assessment. Online 17 - 19 Sep 2021 Federación Argentina de Asociaciones de Profesores de Inglés.
Using language learning strategies to transform teaching and learning experiences in mainstream classrooms
Moya, M. 2021. Using language learning strategies to transform teaching and learning experiences in mainstream classrooms. in: Wearmouth, J. and Lindley, K. (ed.) Bringing the Curriculum to Life: Engaging Learners in the English Education System McGraw Hill. pp. 196-210
Using Linguistically Appropriate Practice (LAP) in the language classroom
Moya, M. 2021. Using Linguistically Appropriate Practice (LAP) in the language classroom. 3rd Applied Linguistic & Language Teaching International Conference. Online 18 - 20 Mar 2021
Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities
Moya, M. 2020. Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities. in: Neokleous, G., Krulatz, A. and Farrelly, R. (ed.) Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms IGI Global. pp. 210-233
Positive Psychology in the Language Classroom: What is all the hype?
Moya, M. 2019. Positive Psychology in the Language Classroom: What is all the hype? European Conference on Educational Research. Hamburg, DE 03 - 06 Sep 2019 European Educational Research Association.
Un modelo de aprendizaje estratégico para el aprendizaje de idiomas
Moya, M. 2019. Un modelo de aprendizaje estratégico para el aprendizaje de idiomas. RELEN: Revista Estudios de Lenguas. 2 (1), pp. 19-41.
“Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom
Moya, M. 2019. “Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 160-174
Bilingualism and Multilingualism in Secondary Education (England)
Moya, M. 2019. Bilingualism and Multilingualism in Secondary Education (England). Bloomsbury Education and Childhood Studies (BECS). https://doi.org/10.5040/9781350996274.0005
Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees
Moya, M. 2014. Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees. Journal of Pedagogic Development. 4 (1), pp. 3-12.
El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial
Moya, M. 2015. El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos. 13 (25), pp. 76-85.
Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional
Moya, M. 2017. Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional. Masters Thesis National University of Cordoba, Argentina Faculty of Languages
Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework
Moya, M. 2014. Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework. Revista Electrónica Matices en Lenguas Extranjeras. 8, pp. 49-79.
Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training
Moya, M. 2015. Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training. Argentinian Journal of Applied Linguistics. 03 (01), pp. 05-13.