Abstract Book of the 9th International Conference on New Trends in Teaching and Education
Year: 2025
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“To Err Is Human…” Oral Error Correction in Class, Revisited
David S. Rosenstein
ABSTRACT:
The widely accepted “Input Theory” of language acquisition, as expounded by Stephen Krashen, proposes that language is basically acquired unconsciously through extensive exposure to natural oral and written sources, especially those where the level of the input is slightly above the learner’s competence. As such, it implies that oral error correction by teachers in a classroom situation is unnecessary, a waste of time, and maybe even counterproductive. And yet, oral error correction by teachers in the classroom continues to be a very common phenomenon. They seem to think that oral error correction is an integral and effective part of a teacher’s job in the classroom, regardless of any contradictory theories. While input theory advocates claim that such correction doesn’t work, interrupts a student’s train of thought, harms fluency, and may cause students embarrassment and fear, many teachers would disagree. They would claim that students know they make mistakes and want to be corrected in order to know they are improving, thereby encouraging students’ desire to keep studying. Moreover, good teachers can create a positive atmosphere where students will not be embarrassed or fearful. But does oral error correction in class work? Perhaps now is the time to revisit oral error correction in the classroom and consider the results of research carried out long ago by the present speaker. The research indicates that oral error correction may be beneficial in many cases.
Keywords: acquisition; atmosphere; fluency; input; mistakes