In language pedagogy, a linguistic error is commonly defined as an element that fails to conform to a norm (e.g. a grammatical, orthographic, pragmatic rule). In general topic of errors has generated much debate in pedagogical circles, and it has inspired numerous scholarly studies on interlanguage, metalinguistic awareness and the efficacy of correction practices for promoting language learning. Despite the topic’s prevalence, however, evidence is largely lacking on how teachers approach learner errors and the impact that teacher-related variables (e.g. individual language background, metalinguistic awareness, metacognitive skills, teaching method, adherence to the curriculum) have on these practices.
In this study, and analysis is conducted on how teachers at primary schools approach written errors in the foreign language (L2). All L2s taught in Switzerland as the first foreign language (varies from canton to canton) are considered: French, English, Italian, Romansh and German
In particular, the following research questions are explored:
- How do primary school teachers correct typical L2 texts produced by year 6 learners that contain various kinds of errors (e.g. spelling, vocabulary, morphology, syntax, word order, punctuation)?
- Is there (and if yes, to what extent) a relationship between teacher-related variables (e.g. individual language background, metalinguistic awareness, metacognitive skills, teaching method, adherence to the curriculum) and the way teachers deal with errors?
- Are there systematic differences in the way errors are treated in the different L2s taught?
The following results are expected:
- The comprehensive information generated on how primary school teachers approach L2 learner errors and teacher-related variables can be used to shape effective correction practices
- Through the findings, foreign language education gains a comparative dimension, enabling a discussion of possible similarities and differences when considering errors made in different L2s
- The results can find application in programmes at universities of teacher education, thereby promoting evidence-based teaching
In addition, the tasks used for data collection (typical texts teachers correct as well as a questionnaire to gather information on teacher-related variables) will be made available as material to support language teaching with the aim of encouraging discussions on how (future) teachers can best approach learner errors.