ERROR CORRECTION AS PART OF A TEACHING PROCESS

Abstract

The article discusses error correction as an important part in English language teaching. The reasons for making errors and types of errors, as well as the timing and focus of error correction, are analysed.

The theoretical basis of the article is the views of D. Tedik, J. Edge, P. Ur, and J. Scrivener on errors and their correction, which have been taken into consideration and developed in relation to the context of Baku Slavic University. It is demonstrated that errors can be attributed to interlanguage, intralanguage factors, contextual, and situational aspects. The types of errors may include lexical, phonological, grammatical, and pragmatic mistakes. Errors can be corrected by teachers, students themselves or by classmates.

The aim of this article is to assist teachers and instructors in dealing with errors made by students.

While writing the article, methods of theoretical analysis and generalisation are used.

As a result of the study, it has been found that errors are an inherent part of the educational process. A controversial issue arises regarding that who, when, and how mistakes should be corrected. The conclusion drawn is that, first, it is necessary to determine the cause of the error.

The article concludes by providing information on various methods of oral and written correction of errors. It is noted that there is no single approach that is suitable for all students or circumstances. The correction of errors depends on the individual teacher. Given that learning without error is not possible and that errors play a significant role in the development of the learning process, this article has exceptional importance.