The problematic of second language errors

Hamid, M. Obaidul and Doan, Linh Dieu (2014) The problematic of second language errors. Australian Review of Applied Linguistics, 37 2: 123-144.

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Author Hamid, M. Obaidul
Doan, Linh Dieu
Title The problematic of second language errors
Journal name Australian Review of Applied Linguistics   Check publisher's open access policy
ISSN 0155-0640
Publication date 2014-01-01
Year available 2014
Sub-type Article (original research)
Volume 37
Issue 2
Start page 123
End page 144
Total pages 22
Place of publication Parkville, VIC Australia
Publisher Applied Linguistics Association of Australia
Language eng
Formatted abstract
The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in
idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students’ intentions and teachers’ interpretations of those intentions; and (2) L2 English teachers’ knowledge of students’ L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy.
Keyword English teachers
Error analysis
Second language errors
Second language pedagogy
Teacher feedback
Text interpretation
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
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Created: Tue, 09 Dec 2014, 16:06:06 EST by System User on behalf of School of Education