THE TREATMENT OF ORAL ERRORS IN ENGLISH AT THE ELEMENTARY SCHOOL LEVEL IN THE PHILIPPINES

Abstract

This study investigated the different forms of error treatment teachers employed during English lessons. The following were the objectives of the study: (1) to survey the types of oral errors made by elementary school pupils in the Division of Aklan, Philippines, (2) to determine the types of error treated by English teachers, (3) to identify the forms of error treatment: (i) observed in the grammar and reading lessons, (ii) used by rural and urban teachers, and (iii) employed by Grade Four, Five and Six teachers. The conclusions am findings of this study were derived from transcriptions of recorded data supplemented by informal discussions with teachers and the information obtained from the personal data sheets given to the teacher3. The sample consisted of 30 upper elementary grades teachers from 5 urban and 5 rural schools. Thirty grammar lessons and 30 reading lessons were recorded and transcribed. The analysis of the data showed that the types of errors and the forms of error treatment used were quite similar in both grammar and reading lessons. Grammatical errors comprised the majority of all errors committed by the learners and treated by teachers in these lessons. Content and vocabulary errors were second and third most frequent types of errors. Teachers' immediate desire for grammatical accuracy made them monopolize the treatment of errors at the expense of peer correction and self-treatment. Analysis of timing of treatment indicated that delayed correct ion was most frequently used. This was followed by immediate treatment. Postponed correction was minimally used. Furthermore, the findings revealed that teachers in this study appear to adopt a behaviouristic view of error treatment, as they seemed to be intolerant of learners' errors. Therefore, there is a need for teachers and prospective teachers to be exposed to current thinking about error correction. Since this study has been only an initial probe into the problem, an experimental study could be conducted in which forms of treatment identified and described in this study might be compared to determine the extent to which corrective techniques facilitate better and more frequent communication in language classrooms.