APPROPRIATE ERROR-CORRECTION STRATEGIES IN SPEAKING LESSONS FOR THE SECOND-YEAR ENGLISH MAJORED STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
Abstract
This study is aimed at investigating how error correction is carried out in speaking lessons for the 2ndyear English majored students at Hung Yen University of Technology and Education (UTEHY) and finding out appropriate error-correction strategies. The data were collected by means of class observation and questionnaire administered to 7 teachers of English and 83 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 error-correction strategies to be able to deal more appropriately and effectively with students’ oral errors. In addition, they should develop more positive attitudes toward oral errors and error correction. For pedagogical implications for second-language classrooms, error correction is of great use when an error is corrected in an appropriate way.
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