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ACKNOWLEDGEMENTS This study would not have been possible without the intellectual and emotional support of the many important people in my life First and foremost, I would like to thank my supervisor, Dr Nguyen Thanh Minh Without his assistance and dedicated involvement in every step throughout the process, this paper could have never been accomplished I am extremely grateful to him for supporting and understanding me during the past time My special thanks also go to all my lecturers at the Faculty of Foreign Languages, Hong Duc University, for their scientific knowledge through practical lectures, which is the premise They help me a lot in completing this study I would like to thank the teachers and students at Le Hoan High School, where I conducted the research experiment They helped me collect data, survey questions and experiment with learning and teaching Without their help this thesis would not have been so successful Last but not least, I also owe my indebtedness to my family members for their love, care and encouragement when I was in the process of writing this thesis I sincerely thank you! Thanh Hoa, May 20, 2022 Supervisor Student Nguyễn Thanh Minh Trần Thị Ngọc Minh i ABSTRACT This study is aimed at investigating how error correction is carried out in speaking classes for the 10th form students at Le Hoan High School and finding out suitable error-correction strategies The data were collected by means of class observation and questionnaire administered to teachers of English and 82 students The results show that the majority of the teachers themselves gave corrections to unselective errors, mostly grammatical and phonological errors, by means of explicit correction while the activity is in progress The study suggests that the teachers should have at their disposal a wide variety of errorcorrection measures to be able to deal more appropriately and effectively with student oral errors In addition, they should develop more positive attitudes toward oral errors and error correction For pedagogical implications for secondlanguage classrooms, error correction is of great use when an error is corrected in an method way ii LISTS OF ABBREVIATIONS AND TABLES Abbreviations CLT Communicative Language Teaching COFs Classroom Observation Forms CUP Cambridge University Press EFL English as a Foreign Language ELT English Language Teaching ESL English as a Second Language FL Foreign Language L2 Second Language/ Target Language OUP Oxford University Press SLA Second Language Acquisition Tables Tables Page Table 1: Students’ judgement on error-correction in their speaking 26,27 classes Table 2: Students’ opinions of effective error-correction methods in 29 speaking classes Table 3: Teachers’ judgement on the error-correction in their 30,31 speaking classes Table 4: Teachers’ opinions of effective error-correction methods in 34 speaking classes Table 5: The types of errors made and the timing of error-correction 36 Table 6: The types of correction and the types of correction 37 methods iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii LISTS OF ABBREVIATIONS AND TABLES iii TABLE OF CONTENTS iv PART I: INTRODUCTION I Rationales II Aims of the Study III Scope of the Study IV Research Questions V Methods of the Study VI Significance of the Study VII Structure of the Study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Approaches to Teaching and Learning Speaking 1.1 Common Approaches 1.2 Fluency versus Accuracy 1.3 Errors in Speaking Classes Overview of Errors 2.1 Definitions of Errors 2.2 Error versus Mistake 2.3 Types of Errors 2.3.1 Grammatical Errors 2.3.2 Discourse Errors 2.3.3 Phonological Errors 2.3.4 Lexical Errors Error Correction Strategies in Speaking classes 10 3.1 Definitions of Error Correction 10 3.2 Error Correction Strategies 10 iv C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 3.3 Common Approaches to Errors 11 3.3.1 Behavioristic Approach 12 3.3.2 Humanistic Approach 12 3.3.3 Cognitive Approach 13 3.3.4 Communicative Approach 13 3.4 Timing of Error-correction 14 3.4.1 Immediate Correction 14 3.4.2 Non-Immediate Correction 14 3.5 Types of Error-correction 15 3.5.1 Teacher Correction 15 3.5.2 Peer Correction 16 3.5.3 Self Correction 16 3.6 Criteria for Selecting Errors 17 3.6.1 Pedagogical Focus 17 3.6.2 Errors Impairing Communication 17 3.6.3 Errors of High Frequency 18 3.6.4 Learners’ Variables 18 3.7 Types of Error-correction Methods 19 3.7.1 Explicit Correction 19 3.7.2 Implicit Correction 20 Summary 20 CHAPTER 2: METHODOLOGY 21 An Overview of the Research Site 21 1.1 Le Hoan High School 21 1.2 Textbook 21 1.3 Teachers 21 1.4 Learning Situation in 10th Grade 21 The Subjects of the Study 22 2.1 The Students 22 2.2 The Teachers 22 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn v C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Data Collection Instruments 23 3.1 Questionnaires 23 3.2 Classroom Observation 24 Data Collection Procedures 24 4.1 For Questionnaires 24 4.2 For Classroom Observation 25 Summary 25 CHAPTER 3: FINDINGS 26 Presentation and Analysis from the Questionnaires 26 1.1 Students’ Questionnaires 26 1.2 Teachers’ Questionnaires 31 Presentation and Analysis from Classroom Observation 36 Summary 38 CHAPTER 4: DISCUSSIONS AND RECOMMENDATIONS 39 Findings and Discussions 39 1.1 Teachers’ Awareness of Error Correction 39 1.2 Facts about Error Correction 39 1.3 Problems for Error Correction 40 Recommendations 41 2.1 Raising Teachers’ Awareness 41 2.2 Getting Insights into Students 41 2.3 Reducing Error-correction Frequency 42 2.4 Making Pre-speaking Activities Effective 42 2.5 Adapting Inappropriate Tasks 43 2.6 Correcting Errors Strategically 43 2.6.1 Choosing Errors to Correct 43 2.6.2 Deciding Time to Correct Errors 43 2.6.3 Diversifying Types of Correction 44 2.6.4 Applying Different Error-correction Strategies 44 Applications of three-stage procedures in error correction 45 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn vi C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Summary 46 PART III: CONCLUSION 47 Summary 47 Limitations of the Study 48 Suggestions for Further Studies 49 REFERENCES 50 APPENDIX 55 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn vii C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an PART I: INTRODUCTION I Rationales In today's society, English is very important For many people, learning English is essential Teaching and learning revolve around developing four abilities, with speaking being the most difficult for students to master since it demands them to create words spontaneously or without enough time to compose suitable and proper utterances Errors and error correction have received much attention in speaking workshops throughout the years (Ellis, 1994) Various authors have distinct points of view Some people regard a error as a regular occurrence They say that humans can't help but make errors and that they may even learn from them Making errors is a natural part of learning, and correcting them wisely can help you achieve better results in the classroom On the other hand, others see an error as a negative that must be avoided As a result, language teachers have always had a negative attitude regarding it They generally have the most authority to automatically correct students' faults, even though students appreciate and expect teachers to correct them Correcting learners' vocal faults is one of the most challenging duties for most language teachers since it involves greater subjectivity owing to individual factors (Cohen, 1998) Error correction is complex and perhaps baffling when individual elements are considered crucial aspects in speech As a result, errors correction must be done correctly, lest learners become discouraged from learning and practicing the language Although error correction has been a subject of research for a long time, many linguists have focused mainly on the sources of errors, whether or not to correct spoken errors, and error correction approaches However, there is limited study on effective error-correction procedures in general and in speaking classes The issue above of error correction in speaking classes, as well as the information vacuum in the research domain, piqued my attention and prompted Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an me to conduct the following study: “A study on error correction strategies in Speaking classes at Le Hoan High School 10th Form Students” II Aims of the Study The present study is taking place in Le Hoan High School The study's primary goal is to discover effective error-correction procedures in speaking classes To be more explicit, the purposes of this thesis are to: + to examine how teachers correct their students' oral faults + to identify acceptable error-correction strategies in speaking classes + to make suggestions for repairing oral problems in speaking classes III Scope of the Study Students' language, whether spoken or written, is deemed productive Errors can happen in both speaking and writing classes Due to time, ability, and data availability constraints, we wish to analyze the current situation of errors correction at Le Hoan High School's speaking classes and identify acceptable error-correction procedures for use in a real-world setting Because the participants in this study were limited to students in the 10th form at Le Hoan High School, their views on appropriate error-correction strategies in speaking classes may not represent all students at Le Hoan High School in particular, or all students are learning English in general IV Research Questions The following research questions are addressed to attain the study's objectives: What kind of oral blunders students frequently make in speaking classes? When and how are oral errors in the classroom corrected? What are the best ways for correcting errors in speaking classes? V Methods of the Study We study the associated materials to meet the study's objectives, which is a technique of establishing the study's theoretical basis The study employs both qualitative and quantitative methodologies Survey questionnaires and classroom observation are used to collect data for study analysis and debate The data Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an collection findings of survey questionnaires on 10th form students and English teachers at Le Hoan High School are analyzed using the quantitative approach In addition, the data from classroom observation forms are analyzed using a quantitative manner (COFs) We then synthesize and analyze the COFs Relevant information to support the study will be obtained by employing each strategy VI Significance of the Study Errors by students are essential in both English as a foreign language (EFL) teaching and learning since they constitute indicators of their learning progress As a result, this thesis will provide a novel contribution to second language acquisition (SLA), specifically in the area of error correction in speaking classes Pedagogically, the findings of this study may assist English teachers in better understanding spoken faults and how to remedy them They change their teaching and use suitable error-correction tactics as a result of this to improve error-correction effectiveness As a final-year linguistics student, the researcher will have a thorough understanding of the process of teaching and learning EFL in general and errors and error correction in speaking classes in particular These will aid in improving instructional efficiency VII Structure of the Study The research is divided into three sections: Part I, Introduction, the motivation, goals, scope, research questions, research methods, importance, and organization of the study are all included in this section Part II, Development, is divided into four chapters: Chapter 1, Literature Review, discusses many topics related to the research issue, such as teaching and learning methods to speaking The overview of errors that follows goes through the definitions of errors as well as the many sorts of errors This chapter also contains perspectives on acceptable errorcorrection tactics, including when, what, who, and how to effectively correct errors Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an can use the target language appropriately and avoid making errors Furthermore, teachers should be sympathetic enough to accept inevitable blunders, particularly those that show that learning occurs The teacher's attitude toward errors will have good consequences on pupils, the most significant of which will improve their confidence and help them overcome their fear of making errors Third, correcting errors is a good idea Teachers' perspectives on error correction are thought to impact their actions Hence teachers should be encouraged to learn about and develop insights into the subject Correcting a student's speech faults should be done to promote learning and enlist the participation of other pupils Teachers choose the language to use for converting depending on the circumstances to establish learning-friendly settings Finally, a thorough grasp of the nature of errors is required before a systematic approach to eliminating them can be devised As a result, teachers should be aware of the error system Only when teachers understand why a error occurred can they begin to repair it in an organized and suitable manner Limitations of the Study There are various limitations to this study that should be mentioned in this debate For starters, external dependability is jeopardized since the teacher's and researcher's joint roles may cause data analysis to deviate The teacher may have his expectations about the study's findings Nunan (1992) wonders if an independent researcher could replicate the research and develop the same results Second, more systematic and extensive studies are required, considering various levels of explicit and implicit correction The current study only looked at two types of punishment: explicit and implicit The focus on possibilities may be expanded to incorporate various levels of implicitness and explicitness encountered in classroom contexts Third, problems such as time, manner, and kind of correction are so vast and complicated that short research like this cannot adequately explain them Furthermore, further in-depth research might be conducted to determine which Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 48 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an children with which types of language skills would gain the most from correction Suggestions for Further Studies This research provides new avenues for error correction research Although the study has been done to establish acceptable error correction procedures for speaking classes, less attention has been paid to rectifying students' errors according to their requirements, desires, and preferences The result may be more rewarding for the students if the teacher pays close attention to students' variations and employs a variety of corrective tactics based on their requirements, desires, and preferences Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 49 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Allan, D (1991) REFERENCES Tape Journal: Bridging the Gap between Communication and Correction English Teaching Journal, 45(1), pp 61-66 Allwright, R (1975) Problems in the Study of the Language Teacher's Treatment of Learner Error In M.K Burt & H.C Dulay (Eds.), On TESOL 75: New Directions in Second Language Learning, Teaching, and Bilingual Education, (pp 96-109) Washington, D.C.: TESOL Allwright, D., & Bailey, K M (1991) Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers New York: CUP Bailey, K.M (2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy New Jersey: Prentice Hall Regents Burt, K.M., & Kiparsky, C (1972) A Repair Manual for English Rowley, MA: Newbury House Burt, H D (1975) Error Analysis in the Adult EFL Classroom TESOL Quarterly, 9(1), pp 53-63 Carroll, S., & Swain, M (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations Studies in SLA 15, pp 357-386 Chaudron, C (1986) Teachers’ Priorities in Correcting Learners’ Errors in French Immersion Classes In R Day (Ed.), Talking to Learn: Conversation in SLA Rowley: Newbury House 10 Chaudron, C (1987) The Role of Error Correction in Second Language Teaching In B.K Das (Ed.), Patterns of Classroom Interaction in Southeast Asia, pp 17-50 Singapore: SEAMEO Regional Language Centre Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 50 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 11 Chomsky, N (1959) Review of Verbal Behaviour by B F Skinner Language, 35, pp 26-58 12 Chun, A E., Day, R R., Chenoweth, N A., & Luppescu, S (1982) Errors, Interaction, and Correction: A Study of Native-nonnative Conversations TESOL Quarterly 16, pp 537-546 13 Cohen, A D (1975) Error Correction and the Training of Language Teachers Modern Language Journal, 59(8), pp 414-422 14 Cohen, A D (1998) Strategies in Learning and Using a Second Language New York:Longman 15 Corder, S P (1967) The Significance of Learner’s Errors International Review of Applied Linguistics (5), pp 161-170 16 Davies, P (2000) Success in English Teaching, Oxford: OUP 17 Doff, A (1998) Teach English: A Training Course for Teachers: Trainer's Handbook Cambridge: CUP in Association with the British Council 18 Edge, J (1989) Mistakes and Correction New York: Longman 19 Ellis, R (1994) The Study of Second Language Acquisition New York: OUP 20 Fanselow, J F (1977) The Treatment of Error in Oral Work Foreign Language Annals, 10(5), pp 583-593 TESOL 21 Ferris, D R (1995) Student Reactions to Teacher Response in Multipledraft Composition Classrooms TESOL Quarterly, 29, pp 33-53 22 Ferris, D R., & Hedgcock, J (1998) Teaching ESL Composition: Purpose, Process, and Practice Mahwah, New Jersey: Lawrence Erlbaum 23 Hammerly, H (1991) Fluency and Accuracy: Toward Balance in Language Teaching and Learning Clevedon, UK: Multilingual Matters Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 51 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 24 Hedge, T (2000) Teaching and Learning in the Language Classroom, Oxford: OUP 25 Hendrickson, J M (1978) Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice Modern Language Journal, 62(8), pp 387-398 26 Hendrickson, J M (1980) Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice In K., Croft (Ed.), Readings on English as a Second Language, Second Edition Cambridge, Mass: Winthrop Publishers 27 Hendrickson, J M (1981) Error Analysis and Error Correction in Language Teaching Singapore: SEAMEO Regional Language Centre 28 Hinkel, E (2006) Current Perspectives on Teaching the Four Skills TESOL Quarterly 40(1), March, 2006 29 Holley, F M., & King, J K (1974) Imitation and Correction in Foreign Language Learning In J H Schumann & N Stenson (Eds.), New Frontiers in Second Language Learning Rowley, Mass: Newbury House Publishers 30 Hymes, D (1972) On Communicative Competence In J.B Pride and J Homes (Eds.), Sociolinguistics Harmondsworth: Penguin 31 Krashen, S., Burt, M., & Dulay, H (1982) Language Two New York: OUP 32 Lee, N (1990) Notions of Error and Appropriate Corrective Treatment Hong Kong Papers in Linguistics and Language Teaching, (14), pp 55-70 33 Lê Văn Canh, (2004) Understanding Foreign Language Teaching Methodology Hanoi: VNU Publishing House 34 Littlewood, W T (1981) Communicative Language Teaching: An Introduction Cambridge: CUP 35 Littlewood, W T (1984) Foreign and Second Language Learning: Language Acquisition Research and its Implications for the Classroom Cambridge; New York: CUP Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 52 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 36 Lynch, T (1996) Communication in the Language Classroom Oxford: OUP 37 Maicusi et all, (1999) The Error in the Second Language Acquisition Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, 11, pp 168-173 Retrieved November, 4th 2010 from: http://www.encuentrojournal.org/textos/11.17.pdf 38 Mitchell, R., & Myles, F (1998) Second Language Learning Theories London: Anold 39 Norrish, J (1983) Language Learners and Their Errors: Essential Language Teaching Series London: Macmillan 40 Nunan, D (1988) Syllabus Design Oxford: OUP 41 Nunan, D (1992) Research Methods in Language Learning Cambridge; New York: CUP 42 Nunan, D., & Lamb, C (1996) The Self-directed Teacher: Managing the Learning Process In Cambridge Language Education Series Cambridge: CUP 43 Richards, J C., Platt, J., & Webber, H (1987) Longman Dictionary of Applied Linguistics London: Longman 44 Richards, J C., & Lockhart, C (1996) Reflective Teaching in Second Language Classrooms New York: CUP 45 Selinker, L (1972) Interlanguage International Review of Applied Linguistics in Language Teaching 10, (3), pp 209-231 46 Skinner, B F (1957) Verbal Behavior New York: Appleton-CenturyCrofts 47 Stern, H H (1992) Issues and Options in Language Teaching New York: OUP Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 53 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 48 Tanner, R., & Green, C (1998) Tasks for Teacher Education: A Reflective Approach London: Longman 49 Truscott, J (1999) What's Wrong with Oral Grammar Correction? Canadian Modern Language Review, 55(4), pp 347-366 Retrieved November, 4th 2010 from http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/554/554-Truscott.html 50 Walz, J C (1982) Error Correction Techniques for the FL Classroom Language in Education: Theory & Practice, (50), Washington, D.C.: Center for Applied Linguistics 51 Hoang Van Van et al, (2010) Tieng Anh 10 Vietnam Education Publishing House Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 54 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX THE QUESTIONNAIRE FOR STUDENTS The questionnaire is designed for the research into “Effective error-correction strategies in Speaking classes for Le Hoan High School's 10th Form Students” This is not a test, so there are no ‘right’ or ‘wrong’ answers Your assistance in completing the questionnaire is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Part I: Give some information of yourself Age: ……………………………………………………… Gender: Female Male Part II: Please circle your choice(s) in answering each of the following questions How often are errors corrected in your speaking classes? A Always B Usually D Seldom E Never C Sometimes Which kinds of errors are often corrected? A Lexical errors B Grammatical errors C Discourse errors D Phonological errors Others; (please specify): ………………….……………………………………………… When there are many errors in students’ speech, which types are corrected? A Errors hindering communication B Errors beyond learners’ ability C Errors of common types D Errors of high frequency Others; (please specify): …………………………………….…………………………… When does your teacher often initiate error correction? A At transition periods B At the end of the lesson C During the activities D In the next lesson Others; (please specify): ……………………………….………………………….…… Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 55 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Who usually corrects errors? A You yourself B Your classmates C Your teacher Others; (please specify): ………………………………….……………………….…… How does your teacher correct errors in speaking classes? A Showing the errors and then giving direct corrections B Showing the errors and giving hints for students to correct C Pointing out the errors without correction D Correcting errors in an encouraging way Others; (please specify): ………………………………………….………………….… What does your teacher in order to correct errors effectively? A Try to be friendly and helpful B Get insights into students C Give students support for self-correction D Correct errors selectively Others; (please specify): …………………………………………….……………… … Part III: Below are some beliefs that students have about correction of errors Read each statement and then decide if you: Strongly Disagree, Disagree, Not sure, Agree, or Strongly Agree Please show your choice by putting a tick () in the space provided Items Strongly Disagree Not Disagree sure Too much correction inhibits students from speaking, while too much tolerance causes errors to become fossilized When deciding which faults to repair, repeat and shared errors take precedence Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 56 Agree Strongly Agree C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 10 Constant, quick correction detracts from the objective of speaking 11 Teachers should note student errors and come back to them later 12 Implicitly correcting faults encourages pupils to reflect more on their errors 13 The teachers employ error-correction tactics that are both constructive and encouraging and provide models for pupils to fix THANK YOU FOR YOUR COOPERATION! Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 57 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX THE QUESTIONNAIRE FOR TEACHERS The questionnaire is designed for the research into “Effective error-correction strategies in Speaking classes for Le Hoan High School's 10th Form Students” This is not a test, so there are no ‘right’ or ‘wrong’ answers Your assistance in completing the questionnaire is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Part I: Give some information of yourself Age: ………………………………………………….…………… Gender: Female Male Number of years of teaching:…………… ……………………… Part II: Please circle your choice(s) in answering each of the following questions How frequently you correct student faults in your speaking classes? A Always B Usually D Seldom E Never C Sometimes What are the most common sorts of errors that are corrected? A Lexical errors B Grammatical errors C Phonological errors D Discourse errors Others; (please specify) ………………….……………………………………………… How frequently you rectify errors? A During the activity B At transition periods C At the end of the lesson D In the next lesson Others; (please specify) ………………….……………………………………………… What type(s) of correction is/are most commonly used? A Teacher-correction B Peer-correction C Self-correction Others; (please specify) ………………….……………………………………………… Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 58 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Which criteria you use to pick errors? A Errors hindering communication B Errors of high frequency C Learners’ variables D Pedagogical focus of the lessons Others; (please specify) ………………….……………………………………………… How you generally deal with errors? A Rejecting what your students have just said B Showing the error and giving clues about how to correct it C Giving direct corrections of the errors D Ignoring the errors and only paying attention to the ideas Others; (please specify): …………………………………………………….………… What are some of the things you often to ensure successful error correction? A Use appropriate error correction strategies B Make suitable changes to the teaching material C Give clear instructions with examples D Get insight of lesson focus Others; (Please specify) ………………….……………………………………………… Part III: Below are some beliefs that teachers have about correction of errors Read each statement and then decide if you: Strongly Disagree, Disagree, Not sure, Agree, or Strongly Agree Please show your choice by putting a tick () in the space provided Strongly Items Disagree Disagree Neither Agree nor Disagree Improved fluency is more significant than accuracy in speaking classes Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 59 Agree Strongly Agree C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an When learners' speech contains a large number of errors, errors should be addressed one at a time 10 Teachers should think about how error correction affects groups of students or the entire class 11 Indirect correction reduces learners’ error frequency ratios more than direct correction 12 Errors above the students' level should not be rectified 13 Knowing the elements that influence a student's performance allows teachers to determine whether to overlook or rectify faults THANK YOU FOR YOUR COOPERATION! Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 60 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX CLASSROOM OBSERVATION FORM Teacher’s name:…………………………… …….….……… Observer’s name:……………….……………………….……… Class:………………………………………… ….….……… School:……………………… ………………………….……… Number of Students:…………………………… …………… Female:……….……… Date:………………………………………… ….….………… Time (From/To):………………………….……………….…… Lesson:………………………………………………………… Focus of Observation:………………….…….……….……… Types of Errors Timing of No Types of Error-correction Error-correction Male:…….… ….… Types of Errorcorrection Methods Discourse Lexical Grammatical Phonological Immediate Non- Self Peer Teacher Explicit Implicit Error Error Error Error Correction immediate Correction Correction Correction Correction Correction Correction 61 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Brief Description of Errors and Error Corrections C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn
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