HomeError
Published on jeudi, mai 28, 2020
Summary
Le numéro 36 de la revue Études en didactique des langues (EDL) est consacré à l'erreur dans le cadre de l'enseignement des langues. Selon le Larousse, l’erreur est une chose fausse, erronée par rapport à la vérité, à une norme, à une règle. Dans l’enseignement, elle désigne une réponse ou un comportement qui ne correspond pas à la réponse ou au comportement attendu.
Announcement
Argument
“There are two errors about errors; one is overestimating them, the other underestimating them.” (Edgar Morin'sTwitterfeed). According to theLarousse Dictionary, an error is something false, erroneous in relation to the truth, to a norm, to a rule. Stemming from the Latin worderrare, it is fortuitous by nature and is identified following an objective observation (Leeman, 2013). In teaching, it refers to an answer or behaviour that does not correspond to the expected answer or behaviour. It is often compared to a mistake made by a person who should know the rule. Although both fall within the same notional field of deviation from a rule, the difference between the two may depend upon perception and judgement. Doca (1981) reminds us that “mistakes are related to performance” (aware of them, they can be corrected as one knows the rules), whereas “errors are related to competence” since they are made unconsciously, due to a lack of sufficient knowledge of the rule or practice. In didactics, the notion of error as well as its representation have evolved considerably: we have moved from the notion of mistake, to the notion oferror,to that of transcodic mark, and of non-standardproduction.
Errors have always been part of learning. The CEFR defines it by omission – one knows how to do a given task, which implies that one does not know how to do some other tasks, and therefore one makes errors. According to Astolfi, errors can be regarded as clues to understanding learning processes and as identifying elements of student difficulties: “they are indicators of what students are facing when thinking and when attempting new modes of reasoning” (Astolfi, 1997: 102). Error is even often presented as a dynamic element in the development of knowledge (ibid.: 27), “stepping stones to accurate expression”(Lamy,1976: 122). However, according to the CEFR (2018), the possibility of self-correction only begins at levelB2.
The perception of errors, as opposed to mistakes or failures, also varies according to culture (Besson & Kikuchi, 2017).InFrance, the educational system is meagre in tolerance and maintains the fear of making mistakes. Throughout the school years, mistakes are regarded negatively. Those who apply the rules well are rewarded by the final grade, the objective of all learners. According to Fiard and Récopé (2012), it is “necessary to re-evaluate the status of errors [...], as teachers, to be more lenient towards those who make them and pay greater attention to the reasons that generate them”. The Anglo-Saxon model seems to present another attitude toerror,considered as a means of progress.Youlearnfromyour mistakes, often associated withtrial and error, works a little like a leitmotiv inEnglish.
Perception also depends on the people who judge (according to their first language or professional status) and the purpose of the productions, which opens up other perspectives for linguistic and professional acceptability criteria and error ranking (McCretton & Rider, 1993; Hyland & Anan, 2006). It is also influenced by the learners’ affect: the representation that they have of their ownperformance.
The issue of correction objectives and methods is regularly debated. Considering the abundant literature (Truscott, 2007; Liu, 2008), it appears that the subject is far from being settled.
Despite pedagogical developments, correction is a particularly delicate task, complicated by students’ requests and needs. Determining strategies is a necessary condition forprogress.
Errors can be approached from many angles.
- Sources and nature oferrors
- Attitudes towardserror
- Possible error correctionmodes
- Relativizing the importance oferrors
- errors
- Errors in a multilingualcontext
- Oral and written errors
Submission guidelines
Complete contributions should be sent directly, as there is no preliminary selection of proposals. They may be written in Frenchor English.
Manuscripts (between 6,000 and 10,000words) address in gone of the subjects above,will respect the style sheeta vailable on-line (http://edl-ple.simplesite.com/438385492). The manuscripts should be sent by email
before 30 December 2020
to<edl@lairdil.fr>to be published in issue number 36 of EDL/FLLTRin June2021.
Scientific Committee EDL
- David Banks (Université de Brest),
- Khadoudja Belkhenchir (Université Oran - Es Sénia, Algérie),
- Jean-Claude Bertin (Université du Havre),
- Marie-Christine Deyrich (Université de Bordeaux),
- Carmen Fonseca (Université de Huelva, Espagne),
- Pierre Frath (Université de Reims),
- Oksana Gavrilyuk (Université de Krasnoïark, Russsie),
- Anna Gvozdeva (Université d'état de Koursk, Russie),
- Hélène Knoerr (Université d’Ottawa, Canada),
- Jean-Rémi Lapaire (Université de Bordeaux),
- Marie-Françoise Narcy-Combes (Université de Nantes),
- Jean-Paul Narcy-Combes (Université Sorbonne Nouvelle - Paris 3),
- Sylvie Ngilla McGraw (University of San Diego, USA),
- Christian Puren (Université de Saint-Etienne),
- Françoise Raby (Université de Toulouse),
- Claire Tardieu Université Sorbonne Nouvelle - Paris 3),
- Annalisa Zanola (Université de Brescia, Italie),
- Bin Zou (Université Xi'an Jiaotong, Chine - Liverpool University, GB).
Reading panel
- Elizabeth Crosnier (Université Toulouse3)
- Nicole Décuré (Université Toulouse 3
- Claire Chaplier (Université Toulouse 3)
- Karine Duvignau (Université Toulouse 2
References
ASTOLFI, JEAN-PIERRE. 1997.L’erreur, un outil pour enseigner. Issy-les-Moulineaux: ESF.
BESSON, FLORIAN ETKATHERINEKIKUCHI(dir.). 2017. L’erreur, l’échec, la faute.Questes(Revue pluridisciplinaire d’études médiévales)30. URL:https://hal.archives- ouvertes.fr/hal-01586388/document.
CONSEIL DE L’EUROPE. 2018.Cadre européen commun de référence pour les langues:apprendre, enseigner, évaluer. Volume complémentaire avec de nouveaux descripteurs.Strasbourg: Conseil de l’Europe.
DOCA, GHEORGHE. 1981.Analyse psychologique des erreurs faites lors de l’apprentissaged’une langue étrangère. Paris: Publications de la Sorbonne.
FIARD, JACQUES& MICHELRECOPÉ. 2012. Le parcours difficile de l’apprenant.Cahierspédagogiques494, 18-20.URL: https://halshs.archives-ouvertes.fr/hal-01071951.
HYLAND, KEN& ERIANAN. 2006. Teachers’ perceptions of error: the effects of first language and experience.System34, 509-519.
LAMY, ANDRÉ. 1976. Pédagogiede lafauteoudel’acceptabilité.Étudesdelinguistique appliquée
22: 118-127.
LEEMAN, DANIELLE. 2013. Pourquoi peut-on dire être en faute, être dans l’erreur mais non
*être dans la faute, *être en erreur?Langue française178, 81-92.
LIU, YINGLIANG. 2008. The effects of error feedback in second language writing.SecondLanguage Acquisition and Teaching.Arizona Working papers on SLA and Teaching15, 65-79.
MCCRETTON, ELENA& NIGELRIDER. 1993. Error gravity and error hierarchies.InternationalReview of Applied Linguistics in Language Teaching31: 3. DOI: 10.1515/iral. 1993.31.3.177.
TRUSCOTT,JOHN. 2007. The effect of error correction on learners’ ability to write accurately.
Journal of Second Language Writing16, 255–272.
Subjects
- Education (Main subject)
Places
- Toulouse, France (31)
Date(s)
- mercredi, décembre 30, 2020
Attached files
Keywords
- erreur, faute, langue, évaluation, perception, correction
Contact(s)
- Nicole Décuré
courriel : ndecure [at] lairdil [dot] fr - Elisabeth Crosnier
courriel : elisabeth [dot] crosnier [at] oragne [dot] fr
Reference Urls
Information source
- Elisabeth Crosnier
courriel : elisabeth [dot] crosnier [at] oragne [dot] fr
To cite this announcement
« Error », Call for papers, Calenda, Published on jeudi, mai 28, 2020, https://calenda-formation.labocleo.org/778659
