Corrigir ou não: amor e ódio em relação à correção de erros na sala de aula de língua estrangeira

Abstract

This study aims to compile and analyze the perceptions about the correction of errors which occur in the classroom. This topic does not appear to be solved either theoretically or pedagogically, witnessed in the fact that certain theorists, namely, Dulay and Burt (1974), Krashen (1982), Dekeyser (1993) and Truscott (1999) do not see the correction of errors in a positive way, while others, namely Selinker (1992), Lyster and Ranta (1997), Lyster, Lightbown and Spada (1999) and most recently Brandt (2008) advocate a healthy' dose of correction. In this work it was decided to compile the opinions of students, future teachers (language students) and teachers of English as a foreign language. Data was collected through focus groups, open questionnaires and semi-structured interviews. The reason behind the decision to work with these three different groups was to collect information at three different stages in the qualification of a possible teacher of English as a foreign language, which could be crossed-checked at a later stage. This may contribute towards novelty in this research, at least in analyzing oral errors made by Brazilians in a foreign language classroom. Data analysis showed that there is unanimity on the need and importance of the correction of errors in the classroom, a fact highlighted by the three groups studied. However, the manner in which errors ought to be corrected divided both the students, the undergraduates and the practitioners who pointed out a number of factors ranging from possible embarrassment at the correction to the awareness of what is being corrected. It follows, therefore, that although all participants of this research see the correction of errors in the classroom as important, some procedures and adjustments should also be made so that the correction does not become an embarrassing moment for the student or for the teacher, but a contributing factor to language acquisition