Utilizing Error Analysis in Teaching Practice: Is It Meaningful?

Odo Fadloeli, Fazri Nur Yusuf

2018

Abstract

Studies on error in language learning have been largely researched but utilizing error analysis in teacher education remains a question. The present study aims at investigating the use of errors in prospective teacher’s spoken language to enhance their subject matter competence. Involving 13 prospective English language teachers of a public teacher education institution, the data were collected by teaching observation and interviews and were analysed by content analysis under three barriers dimensions proposed by Yang and Carless (2013). The findings indicate that all prospective teachers committed errors. The errors made are among others grammatical, pronunciation, and vocabulary errors, and code switch. The errors made can be categorized as errors and mistakes. Those errors are due to their limited knowledge and lack of practice. The prospective teachers can immediately correct their errors when feedback is provided by their supervisors. The findings suggest that it is necessary for teacher education institutions to provide and train their prospective teachers fundamental trainings and practice on subject matter. These trainings and practices may reduce the prospective teachers’ anxiety and in implementing their mastery of subject matter. It is highly recommended to provide sufficient feedback that serves dialogicity, meaningfulness, timeliness and insights.

Paper Citation

in Harvard Style

Fadloeli O. and Yusuf F. (2018). Utilizing Error Analysis in Teaching Practice: Is It Meaningful?. In Proceedings of the 1st Bandung English Language Teaching International Conference - Volume 1: BELTIC, ISBN 978-989-758-416-9, pages 243-249. DOI: 10.5220/0008216400002284

in Bibtex Style

@conference{beltic18,
author={Odo Fadloeli and Fazri Nur Yusuf},
title={Utilizing Error Analysis in Teaching Practice: Is It Meaningful?},
booktitle={Proceedings of the 1st Bandung English Language Teaching International Conference - Volume 1: BELTIC,},
year={2018},
pages={243-249},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0008216400002284},
isbn={978-989-758-416-9},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 1st Bandung English Language Teaching International Conference - Volume 1: BELTIC,
TI - Utilizing Error Analysis in Teaching Practice: Is It Meaningful?
SN - 978-989-758-416-9
AU - Fadloeli O.
AU - Yusuf F.
PY - 2018
SP - 243
EP - 249
DO - 10.5220/0008216400002284