THE ROLE OF ERRORS AND FEEDBACK IN LEARNING ENGLISH AS A SECOND LANGUAGE

Authors

  • Dinora Tukhtamurodova Student,English Philology, Uzbekistan State World Languages University

DOI:

https://doi.org/10.55640/

Keywords:

Error Analysis, Corrective Feedback, Second Language Acquisition, ESL Pedagogy, Language Learning

Abstract

 This paper examines the crucial role that errors and corrective feedback play in the acquisition of English as a Second Language (ESL). Through a comprehensive analysis of current research, this study explores how learner errors serve as windows into the language acquisition process and how various feedback mechanisms influence learning outcomes. The findings indicate that errors are natural and necessary steps in language development, while effective feedback strategies can significantly enhance acquisition when properly calibrated to learners' developmental readiness, affective factors, and learning contexts. This research contributes to our understanding of error treatment in ESL pedagogy and offers practical recommendations for language instructors to optimize feedback practices in diverse learning environments.

Downloads

Download data is not yet available.

References

Corder, S. P. (1967). The significance of learners' errors. International Review of Applied Linguistics in Language Teaching, 5(4), 161-170.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365.

Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302.

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.

Quinn, P., & Nakata, T. (2017). The timing of oral corrective feedback. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 35-47). Routledge.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(1-4), 209-232.

Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835-874.

Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(2), 235-263.

Downloads

Published

2025-05-11

Issue

Vol. 4 No. 4 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

THE ROLE OF ERRORS AND FEEDBACK IN LEARNING ENGLISH AS A SECOND LANGUAGE. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(4), 148-152. https://doi.org/10.55640/

Similar Articles

1-10 of 3155

You may also start an advanced similarity search for this article.