Error Types This is the second video in a four part series
about error correction in second language learning.
As always, I seek to synthesize information from other sources. In this case, in 2008
Yoshida synthesized error types from Mackey, Gass, and McDonough (2000) and Nishita (2004).
And, I am going to add another type at the end that is mentioned in a terrific article
by Mendez and Cruz in 2012.
The first type of error is a �morphosyntactic error.� It�s a big word that essentially
refers to grammar errors. Mistakes in word order, tenses, conjugation and particles fall
into this area. Research shows that most instructors spend the majority of their time addressing
these types of errors.
Another type of error is �phonological errors.� This is the mispronunciation of words, but
Mendez and Cruz suggest it also includes suprasegmental mistakes such as those of stress, intonation,
pauses and rhythm.
�Lexical errors� are another type. These involve vocabulary used incorrectly, or inserting
L1 words because they don�t know the correct term in English. While learners should be
able to use their primary language to assist their learning, usually it is helpful when
the instructor or another peer can offer the English word so that the speaker can broaden
their English vocabulary. In other words, don�t do it in a punitive manner, but in
an enlightening manner.
The next error that Yoshida presents is �semantic errors.� He used this error to cover anything
that wasn�t morphosyntactic, phonological or lexical. However, I would like to suggest
that semantic errors deal with misunderstandings and mistakes that confuse the meaning of the
conversation.
But, I want to add another type of error called �pragmatic errors.� Mendez and Cruz include
these under semantic errors, but I feel like they are unique enough to have their own category.
Current research shows that when we teach vocabulary items, we should include the register
attached to it, meaning how formal or informal is it. Errors in register or non-verbal gestures
would fall into this category.
So, most research uses the four generic types of errors presented by Yoshida; although,
to be fair, he did include a fifth one that was specific to Japanese about Kanji reading
errors.
Looking at these error types, I have already said that instructors usually focus on morphosyntactic
problems. But can you guess what type of corrections learners appear to catch and use the most?
Phonological and lexical. In fact, even when the teacher presents morphosyntactic feedback,
the student often processes it as either phonological or lexical. That is really fascinating and
suggests that learners are very good at finding ways to help themselves.
Lastly, when it comes to which type of errors should be corrected, instructors usually believe
they should focus on important mistakes that cause communication misunderstandings. Let
me interrupt here. Sometimes I use �mistakes� as a synonym for �error� but actually
they are different in research. Mistakes are usually slips of the tongue or incorrect language
use that the learner knows is wrong whereas errors are incorrect language use because
of not knowing that language point.
Students usually think that every mistake should be corrected; although, not necessarily
publicly. I suggest a combination. I recently pointed out to a student that the correct
abbreviation of professor is �Prof.� and not �Pro.� She wondered how she could
have gone so many classes without anyone correcting it. I explained that none of the other professors
considered it a communicative error so they didn�t provide feedback on it. I had commented
on it because I suspected it was a persistent error. So, even if a mistake is not large
enough to influence understanding, if it is clear that the learner is consistently having
this problem, I suggest you provide corrective feedback.
But you do yourself and the student a disservice if you try to correct every mistake because
the learner�s brain won�t know what is truly important to repair.
In summary, error types are morphosyntactic, phonological, lexical, and semantic; although,
I suggested giving pragmatic mistakes their own category instead of including them under
semantic. And, correct errors that affect communication and persistent errors.
The next two videos will look at corrective feedback types.