ERRORS IN LEARNING ENGLISH AND STRATEGIES FOR THEIR CORRECTION

Abstract

This thesis investigates the occurrence of errors in the process of learning English and explores effective strategies for their correction. It examines the types and causes of learner errors across different linguistic levels, including grammar, vocabulary, pronunciation, and writing. The study highlights the importance of treating errors as natural steps in language acquisition and evaluates various correction techniques such as explicit feedback, implicit feedback, peer correction, and self-monitoring. Emphasis is placed on fostering a supportive learning environment that motivates learners and enhances their linguistic competence. The research findings provide practical recommendations for language teachers to implement more effective error correction strategies in their classrooms.