Recycling errors in the language classroom

Abstract

This paper relates to the findings of a study on the constraints encountered by teachers in teaching English as a Second Language (ESL) in rural combined schools in the Oshana region. Errors and mistakes are as some the major constraints that teachers encounter in language teaching. While mistakes are usually at the surface of the speaker’s language awareness, errors are usually more internal. Many factors such as L1 interference can account for the occurrence of errors in a learner’s language use. It is argued that a consistent reinforcement of errors results in error fossilization. Even though Proponents of the Communicative Language Teaching approach have emphasised the significance of errors and mistakes in the language teaching and learning process, the role of teachers in the cycle of errors in the language classroom has been over-looked.