Revue Maghrébine des Langues
Volume 2, Numéro 1, Pages 249-261
2003-12-31
Introducing Error-treatment As Part Of The Teacher Training Programme In The Department Of English
Authors : Kaouli N. .
Abstract
The field of foreign language teaching has witnessed an outstanding shift of focus from the structure of the language i.e. the product to the complex mental abilities and the way they function i.e. the process. The origin of this shift could be traced back to the changes in linguistics and psychology in particular, and science methodology in general. However, this change has not been accompanied with a serious re-evaluation in the 'licence' programmes in the departments of English throughout Algeria; a problem that stands to a far extent behind failure in learning English in Algerian universities and secondary schools as well. In this respect, the present article is an attempt to show the importance of reinforcing some courses related to psycho-pedagogy. It is backed by a study undertaken in some secondary schools to show the drawbacks of the actual teaching practice and an attempt to find out what the reasons for failure to learn English in Algeria are. This study is aimed at establishing the link between achievement and oral error-treatment in order to answer a few questions among which: 1- Are teachers interested in communication or formal accuracy? 2- Does error treatment put the learner on the defensive? 3- How does error treatment affect motivation? 4- Are teachers consistent in correcting oral errors?
Keywords
Error-Treatment - Teacher Training Programme
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