Teaching English Grammar by Identifying Frequent Errors
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초록
English has become the lingua franca. In consequence, not only oral communication but also written communication in English has become a crucial ability due to the situation of EFL in Korea. Nonetheless, the current education system still does not provide a chance for students to be exposed to authentic English by only focusing on traditional school grammar. At this pont of time, it is highly recommended that teachers devise activities to draw learners’ attention to the errors and help them to compare them with the correct target language forms. We can achieve what we have tried to by applying error analysis to language class, which will be useful and helpful for learning grammar in a practical way. The purpose of this study is to suggest that explicit and implicit instruction focused on grammar by identifying frequent errors students made in their writings has significant effects on English grammar ability across knowledge, skill, and emotion domains of Korean students.
Abstract
English has become the lingua franca. In consequence, not only oral communication but also written communication in English has become a crucial ability due to the situation of EFL in Korea. Nonetheless, the current education system still does not provide a chance for students to be exposed to authentic English by only focusing on traditional school grammar. At this pont of time, it is highly recommended that teachers devise activities to draw learners’ attention to the errors and help them to compare them with the correct target language forms. We can achieve what we have tried to by applying error analysis to language class, which will be useful and helpful for learning grammar in a practical way. The purpose of this study is to suggest that explicit and implicit instruction focused on grammar by identifying frequent errors students made in their writings has significant effects on English grammar ability across knowledge, skill, and emotion domains of Korean students.
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