1. Claudia Kunschak Marcia Peterson Shantou University
Training in error identification -Paving the way toward learner autonomy
Claudia Kunschak
Marcia Peterson
Shantou University

2. Motivation for research
English teaching reform
Communicative Language Teaching
“They know their grammar”
“We don’t want/need grammar, we’ve had it for the past 8/10/12 years”
Test focus
Perceived gap competence-performance
Grammar in context/text grammar in CLT

3. Previous studies and theoretical underpinnings
James, C. (1998)
Error vs. mistake
Grammaticality-acceptability-correctness-strangeness or infelicity
Detection-location-description-classification of errors => profiling
Substance, text, lexical, grammar, discourse error
Noticing error
Chu, C. (1998): Chinese grammar has to be understood on the discourse level
Huang, X. (2005): Grammar, use of words and textual cohesion are main difficulties for Chinese learners
Ferris, D. (2003): Students can attend to macro- and micro-level feedback at the same time
Wong, H. & Storey, P. (2006): Awareness of writing process improves production
Little, D. (2002): Learner autonomy provides effective and efficient, motivational and social environment

4. Research questions
Why is there such a wide gap between competence and performance in selected grammatical features?
How can this gap be narrowed?
How do Chinese learners self-evaluate their grammatical competence/performance?
What importance do they attribute to grammar in the various skills and in general?
How are they analyzing text when revising?
What difference does language awareness training in the form of error identification make?

5. Study design 9 groups of 30+ students 3 levels
Experimental and control groups
Pre-test, post-test, exercises, interviews
Text with 6 verb-tense errors, 3 subject-verb agreement, 3 articles, 3 pronouns
Comparison with MC placement test

6. Findings from the placement test compared to error identification
86.76 % correct answers in MC
30.16 % correct identifications in pretest
OVERALL PG
Pre-test
Tier 1
79.52
27.29
Tier 2
87.02
29.12
Tier 3
93.84
34.08

7. Placement test vs. error identification in verb tense
79.84% correct answers in verb tenses
26.27% correct identifications in pretest
VERB TENSE PG
Pre-test
Tier 1
71.81
24.81
Tier 2
78.71 24
Tier 3 89 30

8. Error identification pre-test vs post-test
Tier 1
27.33
35.33
Tier 2
28.66
37.33
Tier 3 34
41.33

9. Error identification per tier
total
identified
correctly
incorrectly
not
Tier 1 pre
78.66
27.33
51.33
72.66
Tier 1 post
80.66
35.33
45.33
65.33
Tier 2 pre
71.33
28.66
42.66
Tier 2 post
77.33
37.33
40.66
62.33
Tier 3 pre
74.66 34 66
Tier 3 post 86
41.33
58.66

10. Error identification experimental-control
CORRECT
Class 1
Class 2
Class 3
Class 4
Tier 1 pre 25 30
26.88
Tier 1 post
31.33 26
36.66
Tier 2 pre
27.92
29.89
29.19
29.49
Tier 2 post
32.66
43.33
34.66
26.66
Tier 3 pre
33.79
34.37
Tier 3 post
38.66

11. Baseline data 7 native speaking teachers total correct incorrect
not IDd
average
102.8
75.2
27.61
24.56

12. Breakdown by majors MAJORS Tier 1 Tier 2 Tier 3 Liberal Arts 36.66
34.66 44
Mathematics
35.33
45.33
43.33
Science 38
Engineering
33.33
35.55
38.66
Education
46.66
42.66
Admin. Mgmt
39.13
Business
Art&Design 26
26.66

13. Interviews
Students declared they understood the meaning of the text but not the grammar
Students admitted that they chose the errors mainly based on their gut feeling
Students picked errors for the wrong reason (verb tense, verb/adj., sg./pl.) – Corrections were not always ascertained
Students were able explain their choices based on rules but sometimes overapplied them
When prompted, students were able to explain items they had not chosen
Students expressed a preference for listening/speaking over writing

14. Examples of errors chosen for the wrong reason
As hospital personnel working in maternity are aware for a long time now…
personnel as singular, aware as verb
When the calm infant hear the sound of other infants crying, they…
“the” must be singular, hear follows infant
…they too begin to sob.
too in the end=>also, too+adj+to+verb

15. Suggestions from students
More feedback on writing
Error identification exercises
Grammar self-study
Correct input by teacher
Some sentences written on the board
Translation Chinese-English
Few are willing to exchange journals

16. Discussion
Obvious gap between rule-based knowledge and applied grammar
SVA –– Verb tense - Pronoun – Article
Visible difference according to level
Clear difference pre- post
No consistent difference experimental-control
Additional gap between identification and correction

17. Implications Continued integrated skills approach
New approach to grammar review
Involvement of students
Support of teachers
Based on language awareness
Focused on typical problem areas
Emphasis on writing
Potential expansion to include listening/speaking

18. References
Krashen, S. (1981) Second language learning and second language acquisition. Oxford: Pergamon Press.
Pienemann, M. (1998) Language processing and second language development: Processability theory. Amsterdam: John Benjamins.
James, C. (1998) Errors in language learning and use: Exploring Error Analysis. London: Longman.
Connor, U. (1996). Contrastive Rhetoric: Cross-cultural aspects of second language writing. Cambridge: Cambridge University Press.
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Huang, X. (2005). Multilevel analysis of Chinese EFL learners’ errors in their writing. Celea Journal 28(5),
Chu, C. (1998). A discourse grammar of Mandarin Chinese. New York: Peter Lang.
Hengeveld, K. & Mackenzie, J L. (2006). Functional discourse grammar. In Keith Brown (Ed.), Encyclopedia of language and linguistics (2nd ed.), pp Amsterdam: Elsevier.
Little, D. (2002). Learner autonomy and second/foreign language learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Center for Languages, Linguistics and Area Studies. University of Southampton.
Wong, H. & Storey, P. (2006). Knowing and doing in the ESL writing class. Language Awareness 15(4),