Error Corrective Treatment in Spanish L1 ESL Learners: Suggesting an Empirical Method
DOI:
https://doi.org/10.24197/ersjes.45.2024.269-295Keywords:
CEFR, error, ESL, feedback, writingAbstract
Error Analysis and Treatment seems to be paramount to the success of the learning-teaching process of a second (or further) language as it deals with the very material produced by learners during their learning process. This study aims to propose an error analysis and treatment method that could link the theoretical background of Error Analysis and the daily practice of English as a Second Language in the classroom. To reach the objective we analysed (following and applying the proposed method) 100 different written outputs of learners of different levels of English. The proposed method Discussion, Analysis, and Feedback (ADF) has clear classroom implications that can improve teachers’ and learners’ performance and, can also help assess and reassess the syllabi of ESL.
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