Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice

The generalization of the main results in the field of research of the theory of error in foreign language speech of students and the implementation of these studies in the practice of teaching a foreign language is presented. The existing works, in which special attention is paid to the theory of e...

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Autor principal:	M. A. Kecherukova
Formato:	article
Lenguaje:	RU
Publicado:	Tsentr nauchnykh i obrazovatelnykh proektov 2018
Materias:	cross-language interference socio-cultural error cross-language code correction Slavic languages. Baltic languages. Albanian languages PG1-9665
Acceso en línea:	https://doaj.org/article/fc3b64f759834f7b858566af7ed87b4c
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spelling	oai:doaj.org-article:fc3b64f759834f7b858566af7ed87b4c2021-12-02T07:58:06ZConcept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice2225-756X2227-129510.24224/2227-1295-2018-12-431-439https://doaj.org/article/fc3b64f759834f7b858566af7ed87b4c2018-12-01T00:00:00Zhttps://www.nauka-dialog.ru/jour/article/view/1042https://doaj.org/toc/2225-756Xhttps://doaj.org/toc/2227-1295The generalization of the main results in the field of research of the theory of error in foreign language speech of students and the implementation of these studies in the practice of teaching a foreign language is presented. The existing works, in which special attention is paid to the theory of error, are analyzed. The article considers how the interpretation of the concept of “error” changed depending on the dominant method of teaching a foreign language in a specific period (grammar-translation method, communicative-oriented learning). Various definitions of errors, causes, typologies of errors, methods of their prevention and correction are given. Particular attention is paid to the issue of language and linguocultural interference, socio-cultural error, as well as terminological differences in domestic and foreign studies on the theory of error. The author analyzes the collected empirical data, makes conclusions about the degree of implementation of the theory in the real practice of teaching a foreign language in high school. According to the author, the developed theory of errors in foreign language speech of students is not systematically used in real practice of teaching foreign languages. The inclusion of this topic in the curriculum of teacher training courses would undoubtedly contribute to the improvement of the quality of foreign language teaching.M. A. KecherukovaTsentr nauchnykh i obrazovatelnykh proektovarticlecross-language interferencesocio-cultural errorcross-language codecorrectionSlavic languages. Baltic languages. Albanian languagesPG1-9665RUНаучный диалог, Vol 0, Iss 12, Pp 431-439 (2018)
institution	DOAJ
collection	DOAJ
language	RU
topic	cross-language interference socio-cultural error cross-language code correction Slavic languages. Baltic languages. Albanian languages PG1-9665
spellingShingle	cross-language interference socio-cultural error cross-language code correction Slavic languages. Baltic languages. Albanian languages PG1-9665 M. A. Kecherukova Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice
description	The generalization of the main results in the field of research of the theory of error in foreign language speech of students and the implementation of these studies in the practice of teaching a foreign language is presented. The existing works, in which special attention is paid to the theory of error, are analyzed. The article considers how the interpretation of the concept of “error” changed depending on the dominant method of teaching a foreign language in a specific period (grammar-translation method, communicative-oriented learning). Various definitions of errors, causes, typologies of errors, methods of their prevention and correction are given. Particular attention is paid to the issue of language and linguocultural interference, socio-cultural error, as well as terminological differences in domestic and foreign studies on the theory of error. The author analyzes the collected empirical data, makes conclusions about the degree of implementation of the theory in the real practice of teaching a foreign language in high school. According to the author, the developed theory of errors in foreign language speech of students is not systematically used in real practice of teaching foreign languages. The inclusion of this topic in the curriculum of teacher training courses would undoubtedly contribute to the improvement of the quality of foreign language teaching.
format	article
author	M. A. Kecherukova
author_facet	M. A. Kecherukova
author_sort	M. A. Kecherukova
title	Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice
title_short	Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice
title_full	Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice
title_fullStr	Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice
title_full_unstemmed	Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice
title_sort	concept of “error” in foreign-language speech of students in domestic and foreign theory and practice
publisher	Tsentr nauchnykh i obrazovatelnykh proektov
publishDate	2018
url	https://doaj.org/article/fc3b64f759834f7b858566af7ed87b4c
work_keys_str_mv	AT makecherukova conceptoferrorinforeignlanguagespeechofstudentsindomesticandforeigntheoryandpractice
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Concept of “Error” in Foreign-Language Speech of Students in Domestic and Foreign Theory and Practice

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