TREATMENT OF ORAL ERRORS IN UPPER SECONDARY SCHOOLS IN MALAYSIA

Abstract

This study describes the various facets or the treatment of oral errors in the upper secondary classes of eight schools in North Perak. Data for the research was gathered through the use of two sets of questionnaire teachers' questionnaire and students' questionnaire, and by recording thirty-two lessons that were conducted in these eight schools. One of the objectives of the study was to find out whether the students would like to have fewer of their oral errors corrected. But the study showed that the students wanted all their errors corrected. However the students also expressed the desire that teachers should allow them to complete their utterances even if there were errors. Furthermore, the data from the students' questionnaire revealed that the students were reluctant to take part in oral work because they did not want to be laughed at by their friends and because they were afraid of committing errors in the classroom. Data from the teachers' questionnaire revealed that teachers generally felt that there should be a tolerance of oral errors, but this belief was not translated into practice because of the examinations at the end of the course. The study also revealed that must of the teachers felt that correctness of utterances is essential, that corrections were helpful and beneficial to the learners and that frequent and immediate correction of oral errors would not have any negative effects in their students. The data from the recorded lessons showed that teachers had a penchant for grammatical and pronunciation correctness, even if errors in these two areas did not hinder comprehensibility of the message. It was also found that teachers tended to interrupt and interfere with students' attempts at speaking in the target language in their zeal to provide corrections. In terms of the types of treatment of errors carried out in the classroom, it was found that there was a tendency to provide the correct model by the teacher. Furthermore the teacher was the one who tended to dominate the treatment of errors in the classroom. Little opportunity was given for peer or self correction of oral errors.