Correction of student’s speech errors

Abstract

The paper aims to gain some insights into and practice of the correction of student’s speech errors. The authors focus on the questions of when corrections should be given, which errors need to be corrected, and how corrective feedback affects student’s attempts at speaking. Two classes of the Faculty of English Language Studies, Hanoi University of Business and Technology - K22.01 and K22.02 participated in the study. Two methods of obtaining the needed information were used: class observations and deep interviews with key informants to learn why they discontinued speaking. The results show that transitional points are suited for correction. Remedial work needs to gear towards three error types. Selective corrections have a positive influence on the learner’s desire to communicate orally while vigorous corrections result in a situation when students abort their attempts at speaking.