I believe in Communicative Language Theory (CLT) meaning that the FIRST goal of learning a language it be understood.  So at lower levels of learning, I think that there should be some toleration, as long as meaning is clear.  Too much emphasis on micro-level grammar can be demotivating for learners of low proficiency

Perfecting grammar can be a focus at higher levels of learning.

For the record, most native speakers do not use perfect English grammar, particularly in spoken communication.  

You are right dear dr.Michael W. Marek . I agree with you totally that even native speakers of English have their errors. Thank you so much for your enriching answer. 

Liqaa 

Dear Liqaa Habeb,

The concept of error has long been a central issue in second language research. Some scholars like Corder define it as " breaches of code of a language"  stating that they are deviant structures or unacceptable utterances which are signs of " imperfect knowledge‟ of the linguistic system particular learners are internalizing. Others like Headbloom regard errors as goofs. On this basis, Ellis concludes that language errors are deviations from a given  target language produced by a non-native speaker. The results of many studies investigating the issue have revealed that errors are not signs of oddity or carelessness; rather,  they are indicators showing learners' present state of development. For more information, I refer you to an article titled " Errors are not Terrors" available on researchgate, which I hope you will find useful.

Best regards,

R. Biria

Dear Dr.Biria 

Thank you so much for your useful answer . You are absolutely right to  graduate the state of errors from Corder till now. In fact I tend usually to consider errors as a developmental signs because they reveal the actual efforts of speakers towards speaking a language. 

Liqaa 

That's interesting. I think we need first to know whether they are errors or mistakes.Errors are part of the process of language development,  learners do not know the rules so they make errors. However, when learners know the rules (e.g., grammar rules), we say that learners made mistakes. So if you say tolerance, you need to investigate the situation whether they are errors or mistakes. I don't know how you define tolerance in these cases, but one needs to be careful how to deal with errors or mistakes because tolerance might not ensure an effective learning in some cases.

Kind regards,

Dear @Djamel Eddine Benchaib

Thanks alot for your answer.  What I meant is errors caused during their speaking process.  You are right if we intend to get ideal situation we should correct each one . But most new trends of English language teaching consider these errors as developmental so we need to tolerate these errors if we want to get them continue speaking without interaption.  The focus would be on meaning .

Liqaa 

It is clearer to me now. Thanks for clarification. All the best!

Thanks for you dear Djamel Eddine Benchaib. 

Liqaa 

Thanks a lot for all of you , I appreciate your rich answer. 

Liqaa 

Making errors is part of learning. In relation to languages, it is OK not to correct students' mistakes mostly when the communication is taking place as part of a fluency activity. If your goal in a particular activity is more focused on accuracy, then you should think of what type of errors you are going to correct, such as those related to the grammatical pattern being practiced.

Dear Dr. Pedro Castro Alvarez 

You are absolutely right. I agree with you totally. Thank you so much for your enriching answer. 

Liqaa 

Hi Liqaa,

Just a few loose thoughts in answer to your question:

- Correction is necessary to prevent mistakes/errors from fossilizing. If you wish to read up on fossilization, a good point of departure could be Studies of Fossilization in Second Language Acquisition by Han and Odlin.

- The distinction between developmental errors and performance mistakes which Djamel makes is a very valid one. However, it is not always perfectly operationalizable, as it can be very hard to know if a particular misuse of lexis or grammar is an error or a mistake. 

-I don't think that there can be a one-size fits all answer to when or how to correct, as it depends on both the proficiency level and the individual learners' reactions to being corrected. Some learners enjoy being made aware of their (performance) mistakes or (developmental) errors and in some cases even feel insecure when they are not corrected. Others can react more negatively to what they perceive as excessive correction.

-( To tie in with a previous question that you asked on risk-taking) Correcting errors will not necessarily discourage students from taking risks, as the teacher can both praise valiant attempts at more sophisticated language and correct the error/mistake.

Hi dear Chris 

Well, your answer deep as usual so let me take it one by one.  Concerning the importance of correcting errors, it is important no doubt but this correction may restricted sometimes and I think we can correct freely mature speakers but with less correction to the beginners since they need to continue first without interaption. 

Second it is important to notice that the teacher need high level of professionality to know where to interapt and where not and in fact I consider correcting student's errors as an art caring to the individual differences and their level of acquisition. If I want to clarify my situation to you,  it is an EFL context where the students communicate and interact only in classroom so when I see them exchange speech and reach suprasentential level, this makes so happy to the degree that I can't interapt and correct them but to let them finish and after supporting them I begin to clarify the whole group errors to all of them . 

Thank you so much for your outstanding answer .

Liqaa

Dear Liqaa, correction is very important especially  at the immediate discourse where the error occurs , because it will be enhanced  in  the mind of the learner.

Hello Dr.Arwa 

Ya, you are right if the the activity accuracy based .But if it is meaning based we can delay correction until the students finished their conversation in order not to interapt them . Thank you dearest for your answer. 

Liqaa 

Yes, I think it is effective to tolerate speaking errors for non-native English students and speakers provided that the main goal of English teaching and learning is the international communication. This is because accuracy does not play an important role in oral communication. See the good research paper on this problem posted at the link below.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.550.5927&rep=rep1&type=pdf

Is it effective to tolerate speaking errors for non-native English students and speakers ?why?

Think it is tolerable for some speaking errors for non-native English students / speakers so that they are continuously being encouraged to use the language English.  This is also in line with some industrial IT certification bodies whereby they allow non-native English exam takers / candidates to have additional 30 mins duration more than native English exam takers.  

However, non-native English students / speakers are always encouraged to improve their English competency as this can really help them in their research thesis or articles writing / presentation as well as communicate confidently with others.  Moreover, many state of the art / first hand research output e.g. journals or books etc. were written in English in which you don't need to wait for translator to translate into non-English local language.

I agree with you dear dr .Tatsuo . Thank you so much for your outstanding answer. 

Liqaa 

Dear Han Ping Fung

I appreciate your rich answer.  It is really outstanding one specifically your examples and clarification. Thank you. 

Liqaa 

Attention to standard language and native speaker models is a characteristic of foreign language learning in general. With a stronger emphasis on (intercultural) communication, there is likely to be more tolerance for deviations; yet the overall orientation towards accuracy stays the same - often with well-known detrimental effects on the poor learners. For a pedagogical revision, please see the attached article by Kohn & Hoffstaedter 2017: "Learner agency and NNS identity in pedagogical lingua franca conversations".

Thank you so much Ali Safivand for your answer. We can consider it a matter of support as I think. 

Liqaa 

 Thank you so much Dr. Kurt Kohn for this outstanding answer.  It is really informative. 

Liqaa 

To the best of my knowledge, when communication does't break down and mutual  understanding meaning occurs, there should be some toleration especially at lower language proficiency.  

Exactly dear Leila Mohammad Yousefi. You are absolutely right. 

Liqaa 

What we refer to as speaking errors are actually errors according to a particular standard variety of English. They may not be errors in other non- or sub-standard English varieties, especially if we consider the varieties in the World Englishes family. The use of an international language like English should be instrumental, with a greater weight on effective communication for which, as Leila noted, intelligibility, comprehensibility, and communicative fluency rather than native-like fluency would suffice. As Prof. Kohn maintained, insisting on making students speak English in conformity with particular norms of standard or so-called native English will give rise to detrimental outcomes on the part of non-native speakers, such as losing their willingness and confidence to use English in real-world communication situations. Setting students unrealistic goals would not benefit them in the long run.  As long as speakers hit the mark, i.e. get things done, via their own personalized  and deviant English, despite being non-standard, errors or mistakes will not be a serious matter of concern. Even native English speakers use English far more differently than what is taught in coursebooks. So, there is no point in insisting on advising and expecting students to speak without any errors.   

 ضروري في مراحل التعلم الأولى لابد أن يكون هناك تسامح .. لكن التصحيح والتأكيد عليه في المراحل المتقدمة أمر  

I teach ESOL here in the UK and we have this discussion a lot - and the consensus we have built is that it depends on the context and the aims of your lesson/task if

Aims - if you are doing a task to build fluency and confidence then it is counter-productive to interrupt conversation and correct errors.  If, however, your focus is on a piece of grammar, it makes sense to insist on accuracy as your aim is for students to encounter and grasp the language in its correct form.  

Context - in our context our learners are hearing, reading and speaking English all the time outside of the classroom, as they live in the UK.   So they get plenty of practice withy fluency and communication.  But they don't get correction outside of class.  We've decided therefore that in our classrooms it makes sense to correct errors a lot and insists on accuracy, as this is the value that we add in our context - the correction they won't get outside.  

Thanks a lot Dr Mazin, appreciate your answer. 

Liqaa 

 Dear Andrew Parfitt 

Thank you so much for sharing your valuable experience. It is as you state that it depends on the aims and the context. But even we live in EFL context and we supposed to givr priority to communication and interaction but we see ourselves sometimes obliged to correct their errors. So, we try to make balance between focusing on generating discourse in one hand and to pay attention to accuracy of their language on another. 

Liqaa 

 Dear Ali Karakas 

Thank you so much for your outstanding answer. I agree with you that "even English speakers use English far more differently than what is taught in coursebooks". 

Liqaa 

 Dear Liqaa Habe, 

To answer the point of tolerating the speaking errors of non-native English students and speakers is to certain extent as far as they are clear in their expressions though they do not follow the functional grammar. I do agree with Michael W. Marek as he said absolutely very fantastic answer as it is the primary point of communication that though the usage of grammar may be wrong but if the meaning is understood and reachable to the audience that can be a perfect communication.

Pavani Sasidhar

Outstanding answer dear Pavanisasidhar ..

Thank you so much for your enriching answer. 

Liqaa 

Great article by Steven Krashen on this: http://sdkrashen.com/content/articles/1998_language_shyness.pdf

His answer dovetails nicely with those of Michael and Pavanisasidhar.

Basically,  Krashen argues (see: http://www.sk.com.br/sk-krash-english.htm) that grammar correction isn't a cause of language speaking proficiency, because it's consciously processed, and therefore, it never becomes part of one's naturally arising Second Language speaking capabilities.

It's like taking info and putting it in a box somewhere and then trying to access that box, consult some kind of index in that box for the correct rule, find the rule, and apply the rule. The end product in dong this is a very slow and drawn out process characterized by stilted self-censored speech (I know it's wrong and can't find the exact rule, so I'll leave it out) and, additionally, future reluctance to engage in Second Language conversation. The can become a vicious cycle, particularly in those who are shy to begin with or overly compulsive perfectionists. Clearly it's self-defeating when that happens.

yes, we should, because it will give the learner to accept his errors with no inhibition and that will lead him to learn the correct form with more confidence. This will increase the learner's self motivation and level of self acceptance.

Thank you Warren and Jurana for your valuable answer. 

Liqaa 

Dear Liqaa Habeb

I totally agree with Warren Friesner.

If it is test of proficiency then definitely one has to consider both fluency and accuracy. 

But if one is referring to communicating an idea or thought then the minor grammatical and pronunciation errors can be overlooked as long as the thought or idea reaches across.  

Outstanding answer dear colleague Lavanya. Thank you .

Liqaa 

Just a couple of quick comments:

I would tend to take issue with the assumption that it is possible to distinguish between unacceptable errors, tolerable errors and non-errors when we engage in transcultural communication using English as a global language (or better put, as a multi-lingua franca [e.g., Jenkins 2015]).

Also, who is entitled to judge what is an error or not? This is all the more so because postgraduate programmes at the finest universities in the world appear to be dominated by multilingual English-speaking students (rather than traditional, monolingualistic ones!).

Dear Tomokazu Ishikawa 

Thank you so much for your informative answer. 

Liqaa 

As long as communication is effective errors can be tolerated. However the same is not true for written english.

I agree with Michael Marek.  However, in this case, if students are learning a foreign language in their native country, we as teachers should use a lot audiovisuals in our classes, specifically videos, so they get familiar with the way native speakers talk.

Another activity that we could do is to write down the common mistakes they make and find a specific time when we can provide them with corrective feedback or recasting of those errors.  Doing this will prevent them from fossilizing errors.

I agree with you dear Anirbid Sircar. 

Thank you so much for your answer. 

Liqaa 

Good answer

Outstanding answer dear Maria .

Thank you so much for sharing your opinion. 

Liqaa 

Thank you so much for your answer dear Dr. Gadallah. 

Liqaa 

Empathy and Tolerance are two significant aspects to be considered in any language. In every language there are dialects also. If the teacher wants to have brainstorming sessions in the class, S/he has to give ample liberty for the learners to use the second language without bothering much about grammar and pronunciation. This type of drills enhance their outlook on language and the learners can easily overcome their nervousness and inhibitions. If there is no tolerance and sympathy, it may mar the communication or the confidence may be lost.

I agree to Michael W. Marek's suggestion. 

I would like to also draw the attention to the fact that it is very important to identify the level of the students and also the socio economic conditions. 

1. In the case where s/he is a first generation learner due consideration can be given for transliteration.

2. In case where s/he is from a remote or rural background with less or no exposure to L2 tolerence is necessary.

3. Let us also remember that when s/he is very young and is devoid of external pressure / scholastic or otherwise it is easy for them to learn. Any child between the age of 4 to 12 is able to pick the language and use it to communicate in an acceptable manner if not accurate manner. 

4. As Michael W. Marek' stated too much of focus on grammer can demotivate the learner. Communicative Language learning is a better option. 

5. Goal congruence is the mechanism that can be adapted by the language instructors. Here the instructor should encourage them to express rather than insist on correct usage.

6. As stated by Maria Asuncion Rojas Encalada, it is important to identify situations / activities that learner can associate and express with enthusiasm. 

When we focus on errors rather than communication in acquiring L2 the learners learning is getting slower. In L2 Learning we must be tolerating errors. 

Thank you so much dear colleagues for your valuable answers. I highly appreciate your participation. 

Liqaa 

Thank you so much dear colleagues for your cooperation.

Yes, some of these errors are interlanguage artifacts and some are simply due to the fact that spoken language reflects a natural order for certain grammatical construction; perhaps the one hasn’t arisen yet.

So, correcting something which is part of a natural process and reflects the efforts of a student to communicate effectively creates the kind of conscious monitoring that is best avoided if the goal is language acquisition rather than mere error correction. The last thing any teacher needs are students who curtail speech due to concern about embarrassing themselves by getting corrected.

Dear Warren Friesner

Thank you so much for clarifying the idea of the question.

Liqaa

As teachers of English, we have to be patient and locate where errors are so acute and try to find eays how to deal with these errors and overcome them from written and spoken mediums of students.

I have a problem of ethics where students use editing services to attain a Master's degree using a ghost writer to fix all the errors and then they present their theses to potential employers as proof of their proficiency.

I was a non-English mother language student.

Still today, I feel difficulty during selaection of preposition. Stock of words is also very limited. As I think in my mother language (Bengali) and translate it to English during writing and speaking, I never feel it easy like any English speaking person.

But it does not matter during expression of my ideas. It may be a great problem in literature, not in science.

Deviations from the norm should be accepted and not regarded as deficiencies simply because they come from a non-native speaker.

This is great question. I think professors must be very strict. Specially on the academic world. Professors should give a personalized lesson about the speaking errors that were made. The student will appreciate it. You can avoid embarrasing moments during a international conferences, events and son on.

I am follow

Very helpful replies. Thank you so much dear colleagues for sharing your valuable opinions.

Liqaa

@ Piotr Rzymski that is a very good point. However, I think some journals do seek to know about this during article submission.

I would like to say that we have to let them konw the correct thing in learning English because this will make them avoid making mistakes or repeating the same mistake.

Hayder

@ Piotr Rzymski YES. and the extent of help should be indicated.

tolerating their errors lets them improve their willingness to communicate; if demotivated by error correction continuously, the defending atmosphere lead to anxiety and demotivation. focusing on meaning lets them engage in class interactions. let them give it a try and see the results.

I think this depends on the educational level of speakers. Speakers from simple levels of learning have a goal of just explaining what they want to say, and here mistakes can be ignored. For university professors it is very important to make sure that they are correcting mistakes in their speech as well as increasing their immunity. Linguistics should be introduced in specialized courses in English language in terms of speech and in terms of scientific writing

Tolerating speaking errors for non-native English students and speakers is a major problem in our region since most of the students have schooling education in regional, vernacular language. Although the objective of any language is mainly to convey the message, I believe, the language should be grammatically correct, at least to a certain extent. But there lies the problem! If we keep tolerating mistakes, saying that its ok, the message is conveyed, the mistakes remain engraved forever! It doesn't remain an effective practice because it is helping none!

Thank you so much for your cooperation dear colleagues.

Liqaa