Table <\/h3>- Fear of making a mistake<\/a><\/li>
- Example from my own experience<\/a><\/li>
- Laziness or low standards<\/a><\/li>
- Lack of motivation<\/a><\/li>
- Tiredness, stress, and anxiety<\/a><\/li>
- Carelessness<\/a><\/li>
- The interlanguage stage \/ Mother-tongue interference<\/a><\/li>
- Over-application<\/a><\/li>
- Translation<\/a><\/li>
- Developmental errors<\/a><\/li>
- A fossilized error<\/a><\/li>
- Final thoughts:<\/a><\/li><\/ul><\/div>\n\n\n\n
Fear of making a mistake<\/strong><\/h3>\n\n\n\nSometimes students are so terrified of making a mistake, that they actually make mistakes. I know many people who were scolded by teachers in primary school. Now, when they are teenagers or adults, they are afraid to make a mistake.<\/p>\n\n\n\n
In this case, it is important to let them know that it is OK to make mistakes, that the world will not end, and that we can learn from our mistakes. <\/p>\n\n\n\n
\n“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”<\/p>\nJohn Dewey<\/cite><\/blockquote>\n\n\n\nIt’s important to create a supportive environment where students feel motivated to try, even if they don’t succeed. In my opinion, we should provide more positive feedback. If there is a grammar mistake in a sentence, but a student uses new vocabulary, we should point out the correct usage of vocabulary. Moreover, when we make mistakes, it helps us learn, develop, and become independent.<\/p>\n\n\n\n
Example from my own experience<\/strong><\/h3>\n\n\n\nOnce, I gave my student an online exercise as a part of her homework. But during our lesson, I wanted to explain to her how to do it. There was a short with missing verbs and a drop-down menu to choose the correct tense of the verb. There were four options. So, if you choose one option, and it is not correct, you can choose another one. If the other one is not correct, you can choose another one, etc. <\/p>\n\n\n\n
My student wanted to do the 1st sentence together. I gave her some time to think and did not intrude into her thinking process. Her first choice was not correct. She expected me to tell her the right answer. However, I did not. Instead, I asked her to rethink her choice and choose another option. I added that there was nothing wrong with making mistakes. She was surprised as I was the only one. Although it was not the first time, I told her this.<\/p>\n\n\n\n
I felt like it was my mistake that my student did not memorize, that it is OK to make mistakes, and it is a natural process of learning.<\/p>\n\n\n\n
Laziness or low standards<\/strong><\/h3>\n\n\n\nHave you ever heard from a student who makes a mistake, and you correct it, \u201cBut native speakers will understand me, right?\u201d Jesus, I have heard it. I have got no right to call them lazy but, honestly, sometimes I do think that they are lazy. Because my students refuse to work on their mistakes before the mistakes become fossilized. <\/p>\n\n\n\n
Yes, I tell them that they will be understood. Then, I add that my students will not sound professional and remind them of their purpose of learning a foreign language. But still, some learners are lazy and it is challenging. <\/p>\n\n\n\n
If kids, teenagers, or adults have low standards, it may be because their family, friends, or colleagues have low standards, too. What do you think?<\/p>\n\n\n\n
Lack of motivation<\/strong><\/h3>\n\n\n\nWe all know that some learners lose motivation while learning a foreign language. There may be different reasons: burnout, stress, boredom, feeling overwhelmed, lack of clear goals, or maybe they have already reached their goals. <\/p>\n\n\n\n
One of the ways out is to have an honest talk. Once, it turned out that my student was overwhelmed and tired, so I suggested having a one-week break from our classes.<\/p>\n\n\n\n
According to \u201cbetterhelp<\/a>\u201d these are the signs that indicate a lack of motivation:<\/p>\n\n\n\n\n- difficulty getting started on tasks or projects;<\/li>\n\n\n\n
- procrastination;<\/li>\n\n\n\n
- lack of energy and enthusiasm;<\/li>\n\n\n\n
- disinterest in activities that were once enjoyed;<\/li>\n\n\n\n
- negative self-talk and self-doubt;<\/li>\n\n\n\n
- increased absenteeism or tardiness.<\/li>\n<\/ul>\n\n\n\n
Tiredness, stress, and anxiety<\/strong><\/h3>\n\n\n\nWhen students are tired or stressed, they tend to miss out on words and use simpler forms. Yet, they can correct themselves if you prompt them.<\/p>\n\n\n\n
In addition, when students are nervous, they might make disjointed sentences with numerous hesitations or speak in monosyllables.<\/p>\n\n\n\n
To reduce stress, before the lesson, you may ask your students how they would like to be corrected. You can use colors. For example, make three circles and color them:<\/p>\n\n\n\n
Red \u2014 please, do not correct me today.<\/p>\n\n\n\n
Yellow \u2014 please, correct me, but not too much.<\/p>\n\n\n\n
Green \u2014 yes, correct me, please!<\/p>\n\n\n\n
Carelessness<\/strong><\/h3>\n\n\n\nIn this case, students do not pay enough attention; they might be distracted. For example, they can say, \u201cI\u2019ll be in a minute. I am just wearing my coat\u201d. This could also be because the person is tired or because the language is different. <\/p>\n\n\n\n
I have a student, who studies at a college. He tends to do his homework while he is in a lecture, and he doesn’t like it. I can instantly spot it. <\/p>\n\n\n\n
The interlanguage stage<\/strong>\/Mother-tongue interference<\/strong><\/h3>\n\n\n\nIt is a stage in language acquisition wherein individuals integrate elements of their own language structure, pronunciation, and rules with the target language. For example: \u201cI have gone shopping yesterday.\u201d <\/p>\n\n\n\n
Over-application<\/strong><\/h3>\n\n\n\nWhen students learn a rule, they might apply it to all cases. For example, when they learn Past Simple. Students know that we form Past Simple by adding the suffix -ed. This is an example of over-application: \u201cI goed shopping yesterday\u201d. Yes, students have learned that we add \u2013ed when we use Past Simple. But probably they haven\u2019t learned irregular verbs yet, or have not learned which verbs are regular and which are irregular.<\/p>\n\n\n\n
Translation<\/strong><\/h3>\n\n\n\nWhile speaking or writing, some students might translate from their mother tongue. For example, students might say \u201cplease\u201d when students give someone something.<\/p>\n\n\n\n
There may be different reasons for this. For instance, if students were asked to translate a lot when they started learning a foreign language. <\/p>\n\n\n\n
Developmental errors<\/strong><\/h3>\n\n\n\nA developmental error is an error made by a second language learner, which could also be made by a child learning their mother tongue as part of their normal development. A second language learner might make the error because they are applying a rule they have learned that doesn\u2019t work for this particular case, for example, \u201ca books.\u201d <\/p>\n\n\n\n
A fossilized error<\/strong><\/h3>\n\n\n\nA fossilized error is an error that has become (almost) permanent in a learner\u2019s language and has become a habit. Usually, fossilized errors cannot easily be corrected. For example, a B2 learner might habitually not add an \u2018s\u2019 when saying third-person singular Present Simple verbs. Learners at this level are not supposed to make such mistakes, but, for this learner, the error was not corrected early and it has become habitual.<\/p>\n\n\n\n
Final thoughts:<\/strong><\/h3>\n\n\n\nI hope that you found this blog post useful. If so, share it with your colleagues or friends.<\/p>\n\n\n\n
\u0412\u0438\u043a\u043e\u0440\u0438\u0441\u0442\u0430\u043d\u0456 \u0434\u0436\u0435\u0440\u0435\u043b\u0430:<\/strong><\/h4>\n\n\n\nThe power of embracing mistakes in the classroom<\/em>. DisplayNote. (2023, September 21). https:\/\/www.displaynote.com\/blog\/montage-the-power-of-embracing-mistakes-in-the-classroom\/<\/a><\/p>\n\n\n\nRhodes, D. L. (2022, September 11). Why people make mistakes and how to prevent them in the future<\/em>. LinkedIn. https:\/\/www.linkedin.com\/pulse\/why-people-make-mistakes-how-prevent-them-future-dr-leonaura-rhodes\/<\/a><\/p>\n\n\n\nTeam, B. E. (2023, October 23). Lack of motivation and how to overcome it<\/em>. BetterHelp. https:\/\/www.betterhelp.com\/advice\/motivation\/common-causes-of-lack-of-motivation-and-how-to-overcome-them\/<\/a><\/p>\n\n\n\nRelated post:<\/strong><\/p>\n\n\n\n
Fear of making a mistake<\/strong><\/h3>\n\n\n\nSometimes students are so terrified of making a mistake, that they actually make mistakes. I know many people who were scolded by teachers in primary school. Now, when they are teenagers or adults, they are afraid to make a mistake.<\/p>\n\n\n\n
In this case, it is important to let them know that it is OK to make mistakes, that the world will not end, and that we can learn from our mistakes. <\/p>\n\n\n\n
\n“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”<\/p>\nJohn Dewey<\/cite><\/blockquote>\n\n\n\nIt’s important to create a supportive environment where students feel motivated to try, even if they don’t succeed. In my opinion, we should provide more positive feedback. If there is a grammar mistake in a sentence, but a student uses new vocabulary, we should point out the correct usage of vocabulary. Moreover, when we make mistakes, it helps us learn, develop, and become independent.<\/p>\n\n\n\n
Example from my own experience<\/strong><\/h3>\n\n\n\nOnce, I gave my student an online exercise as a part of her homework. But during our lesson, I wanted to explain to her how to do it. There was a short with missing verbs and a drop-down menu to choose the correct tense of the verb. There were four options. So, if you choose one option, and it is not correct, you can choose another one. If the other one is not correct, you can choose another one, etc. <\/p>\n\n\n\n
My student wanted to do the 1st sentence together. I gave her some time to think and did not intrude into her thinking process. Her first choice was not correct. She expected me to tell her the right answer. However, I did not. Instead, I asked her to rethink her choice and choose another option. I added that there was nothing wrong with making mistakes. She was surprised as I was the only one. Although it was not the first time, I told her this.<\/p>\n\n\n\n
I felt like it was my mistake that my student did not memorize, that it is OK to make mistakes, and it is a natural process of learning.<\/p>\n\n\n\n
Laziness or low standards<\/strong><\/h3>\n\n\n\nHave you ever heard from a student who makes a mistake, and you correct it, \u201cBut native speakers will understand me, right?\u201d Jesus, I have heard it. I have got no right to call them lazy but, honestly, sometimes I do think that they are lazy. Because my students refuse to work on their mistakes before the mistakes become fossilized. <\/p>\n\n\n\n
Yes, I tell them that they will be understood. Then, I add that my students will not sound professional and remind them of their purpose of learning a foreign language. But still, some learners are lazy and it is challenging. <\/p>\n\n\n\n
If kids, teenagers, or adults have low standards, it may be because their family, friends, or colleagues have low standards, too. What do you think?<\/p>\n\n\n\n
Lack of motivation<\/strong><\/h3>\n\n\n\nWe all know that some learners lose motivation while learning a foreign language. There may be different reasons: burnout, stress, boredom, feeling overwhelmed, lack of clear goals, or maybe they have already reached their goals. <\/p>\n\n\n\n
One of the ways out is to have an honest talk. Once, it turned out that my student was overwhelmed and tired, so I suggested having a one-week break from our classes.<\/p>\n\n\n\n
According to \u201cbetterhelp<\/a>\u201d these are the signs that indicate a lack of motivation:<\/p>\n\n\n\n\n- difficulty getting started on tasks or projects;<\/li>\n\n\n\n
- procrastination;<\/li>\n\n\n\n
- lack of energy and enthusiasm;<\/li>\n\n\n\n
- disinterest in activities that were once enjoyed;<\/li>\n\n\n\n
- negative self-talk and self-doubt;<\/li>\n\n\n\n
- increased absenteeism or tardiness.<\/li>\n<\/ul>\n\n\n\n
Tiredness, stress, and anxiety<\/strong><\/h3>\n\n\n\nWhen students are tired or stressed, they tend to miss out on words and use simpler forms. Yet, they can correct themselves if you prompt them.<\/p>\n\n\n\n
In addition, when students are nervous, they might make disjointed sentences with numerous hesitations or speak in monosyllables.<\/p>\n\n\n\n
To reduce stress, before the lesson, you may ask your students how they would like to be corrected. You can use colors. For example, make three circles and color them:<\/p>\n\n\n\n
Red \u2014 please, do not correct me today.<\/p>\n\n\n\n
Yellow \u2014 please, correct me, but not too much.<\/p>\n\n\n\n
Green \u2014 yes, correct me, please!<\/p>\n\n\n\n
Carelessness<\/strong><\/h3>\n\n\n\nIn this case, students do not pay enough attention; they might be distracted. For example, they can say, \u201cI\u2019ll be in a minute. I am just wearing my coat\u201d. This could also be because the person is tired or because the language is different. <\/p>\n\n\n\n
I have a student, who studies at a college. He tends to do his homework while he is in a lecture, and he doesn’t like it. I can instantly spot it. <\/p>\n\n\n\n
The interlanguage stage<\/strong>\/Mother-tongue interference<\/strong><\/h3>\n\n\n\nIt is a stage in language acquisition wherein individuals integrate elements of their own language structure, pronunciation, and rules with the target language. For example: \u201cI have gone shopping yesterday.\u201d <\/p>\n\n\n\n
Over-application<\/strong><\/h3>\n\n\n\nWhen students learn a rule, they might apply it to all cases. For example, when they learn Past Simple. Students know that we form Past Simple by adding the suffix -ed. This is an example of over-application: \u201cI goed shopping yesterday\u201d. Yes, students have learned that we add \u2013ed when we use Past Simple. But probably they haven\u2019t learned irregular verbs yet, or have not learned which verbs are regular and which are irregular.<\/p>\n\n\n\n
Translation<\/strong><\/h3>\n\n\n\nWhile speaking or writing, some students might translate from their mother tongue. For example, students might say \u201cplease\u201d when students give someone something.<\/p>\n\n\n\n
There may be different reasons for this. For instance, if students were asked to translate a lot when they started learning a foreign language. <\/p>\n\n\n\n
Developmental errors<\/strong><\/h3>\n\n\n\nA developmental error is an error made by a second language learner, which could also be made by a child learning their mother tongue as part of their normal development. A second language learner might make the error because they are applying a rule they have learned that doesn\u2019t work for this particular case, for example, \u201ca books.\u201d <\/p>\n\n\n\n
A fossilized error<\/strong><\/h3>\n\n\n\nA fossilized error is an error that has become (almost) permanent in a learner\u2019s language and has become a habit. Usually, fossilized errors cannot easily be corrected. For example, a B2 learner might habitually not add an \u2018s\u2019 when saying third-person singular Present Simple verbs. Learners at this level are not supposed to make such mistakes, but, for this learner, the error was not corrected early and it has become habitual.<\/p>\n\n\n\n
Final thoughts:<\/strong><\/h3>\n\n\n\nI hope that you found this blog post useful. If so, share it with your colleagues or friends.<\/p>\n\n\n\n
\u0412\u0438\u043a\u043e\u0440\u0438\u0441\u0442\u0430\u043d\u0456 \u0434\u0436\u0435\u0440\u0435\u043b\u0430:<\/strong><\/h4>\n\n\n\nThe power of embracing mistakes in the classroom<\/em>. DisplayNote. (2023, September 21). https:\/\/www.displaynote.com\/blog\/montage-the-power-of-embracing-mistakes-in-the-classroom\/<\/a><\/p>\n\n\n\nRhodes, D. L. (2022, September 11). Why people make mistakes and how to prevent them in the future<\/em>. LinkedIn. https:\/\/www.linkedin.com\/pulse\/why-people-make-mistakes-how-prevent-them-future-dr-leonaura-rhodes\/<\/a><\/p>\n\n\n\nTeam, B. E. (2023, October 23). Lack of motivation and how to overcome it<\/em>. BetterHelp. https:\/\/www.betterhelp.com\/advice\/motivation\/common-causes-of-lack-of-motivation-and-how-to-overcome-them\/<\/a><\/p>\n\n\n\nRelated post:<\/strong><\/p>\n\n\n\n
“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”<\/p>\nJohn Dewey<\/cite><\/blockquote>\n\n\n\n It’s important to create a supportive environment where students feel motivated to try, even if they don’t succeed. In my opinion, we should provide more positive feedback. If there is a grammar mistake in a sentence, but a student uses new vocabulary, we should point out the correct usage of vocabulary. Moreover, when we make mistakes, it helps us learn, develop, and become independent.<\/p>\n\n\n\n Once, I gave my student an online exercise as a part of her homework. But during our lesson, I wanted to explain to her how to do it. There was a short with missing verbs and a drop-down menu to choose the correct tense of the verb. There were four options. So, if you choose one option, and it is not correct, you can choose another one. If the other one is not correct, you can choose another one, etc. <\/p>\n\n\n\n My student wanted to do the 1st sentence together. I gave her some time to think and did not intrude into her thinking process. Her first choice was not correct. She expected me to tell her the right answer. However, I did not. Instead, I asked her to rethink her choice and choose another option. I added that there was nothing wrong with making mistakes. She was surprised as I was the only one. Although it was not the first time, I told her this.<\/p>\n\n\n\n I felt like it was my mistake that my student did not memorize, that it is OK to make mistakes, and it is a natural process of learning.<\/p>\n\n\n\n Have you ever heard from a student who makes a mistake, and you correct it, \u201cBut native speakers will understand me, right?\u201d Jesus, I have heard it. I have got no right to call them lazy but, honestly, sometimes I do think that they are lazy. Because my students refuse to work on their mistakes before the mistakes become fossilized. <\/p>\n\n\n\n Yes, I tell them that they will be understood. Then, I add that my students will not sound professional and remind them of their purpose of learning a foreign language. But still, some learners are lazy and it is challenging. <\/p>\n\n\n\n If kids, teenagers, or adults have low standards, it may be because their family, friends, or colleagues have low standards, too. What do you think?<\/p>\n\n\n\n We all know that some learners lose motivation while learning a foreign language. There may be different reasons: burnout, stress, boredom, feeling overwhelmed, lack of clear goals, or maybe they have already reached their goals. <\/p>\n\n\n\n One of the ways out is to have an honest talk. Once, it turned out that my student was overwhelmed and tired, so I suggested having a one-week break from our classes.<\/p>\n\n\n\n According to \u201cbetterhelp<\/a>\u201d these are the signs that indicate a lack of motivation:<\/p>\n\n\n\n When students are tired or stressed, they tend to miss out on words and use simpler forms. Yet, they can correct themselves if you prompt them.<\/p>\n\n\n\n In addition, when students are nervous, they might make disjointed sentences with numerous hesitations or speak in monosyllables.<\/p>\n\n\n\n To reduce stress, before the lesson, you may ask your students how they would like to be corrected. You can use colors. For example, make three circles and color them:<\/p>\n\n\n\n Red \u2014 please, do not correct me today.<\/p>\n\n\n\n Yellow \u2014 please, correct me, but not too much.<\/p>\n\n\n\n Green \u2014 yes, correct me, please!<\/p>\n\n\n\n In this case, students do not pay enough attention; they might be distracted. For example, they can say, \u201cI\u2019ll be in a minute. I am just wearing my coat\u201d. This could also be because the person is tired or because the language is different. <\/p>\n\n\n\n I have a student, who studies at a college. He tends to do his homework while he is in a lecture, and he doesn’t like it. I can instantly spot it. <\/p>\n\n\n\n It is a stage in language acquisition wherein individuals integrate elements of their own language structure, pronunciation, and rules with the target language. For example: \u201cI have gone shopping yesterday.\u201d <\/p>\n\n\n\n When students learn a rule, they might apply it to all cases. For example, when they learn Past Simple. Students know that we form Past Simple by adding the suffix -ed. This is an example of over-application: \u201cI goed shopping yesterday\u201d. Yes, students have learned that we add \u2013ed when we use Past Simple. But probably they haven\u2019t learned irregular verbs yet, or have not learned which verbs are regular and which are irregular.<\/p>\n\n\n\n While speaking or writing, some students might translate from their mother tongue. For example, students might say \u201cplease\u201d when students give someone something.<\/p>\n\n\n\n There may be different reasons for this. For instance, if students were asked to translate a lot when they started learning a foreign language. <\/p>\n\n\n\n A developmental error is an error made by a second language learner, which could also be made by a child learning their mother tongue as part of their normal development. A second language learner might make the error because they are applying a rule they have learned that doesn\u2019t work for this particular case, for example, \u201ca books.\u201d <\/p>\n\n\n\n A fossilized error is an error that has become (almost) permanent in a learner\u2019s language and has become a habit. Usually, fossilized errors cannot easily be corrected. For example, a B2 learner might habitually not add an \u2018s\u2019 when saying third-person singular Present Simple verbs. Learners at this level are not supposed to make such mistakes, but, for this learner, the error was not corrected early and it has become habitual.<\/p>\n\n\n\n I hope that you found this blog post useful. If so, share it with your colleagues or friends.<\/p>\n\n\n\n The power of embracing mistakes in the classroom<\/em>. DisplayNote. (2023, September 21). https:\/\/www.displaynote.com\/blog\/montage-the-power-of-embracing-mistakes-in-the-classroom\/<\/a><\/p>\n\n\n\n Rhodes, D. L. (2022, September 11). Why people make mistakes and how to prevent them in the future<\/em>. LinkedIn. https:\/\/www.linkedin.com\/pulse\/why-people-make-mistakes-how-prevent-them-future-dr-leonaura-rhodes\/<\/a><\/p>\n\n\n\n Team, B. E. (2023, October 23). Lack of motivation and how to overcome it<\/em>. BetterHelp. https:\/\/www.betterhelp.com\/advice\/motivation\/common-causes-of-lack-of-motivation-and-how-to-overcome-them\/<\/a><\/p>\n\n\n\n Related post:<\/strong><\/p>\n\n\n\nExample from my own experience<\/strong><\/h3>\n\n\n\n
Laziness or low standards<\/strong><\/h3>\n\n\n\n
Lack of motivation<\/strong><\/h3>\n\n\n\n
\n
Tiredness, stress, and anxiety<\/strong><\/h3>\n\n\n\n
Carelessness<\/strong><\/h3>\n\n\n\n
The interlanguage stage<\/strong>\/Mother-tongue interference<\/strong><\/h3>\n\n\n\n
Over-application<\/strong><\/h3>\n\n\n\n
Translation<\/strong><\/h3>\n\n\n\n
Developmental errors<\/strong><\/h3>\n\n\n\n
A fossilized error<\/strong><\/h3>\n\n\n\n
Final thoughts:<\/strong><\/h3>\n\n\n\n
\u0412\u0438\u043a\u043e\u0440\u0438\u0441\u0442\u0430\u043d\u0456 \u0434\u0436\u0435\u0440\u0435\u043b\u0430:<\/strong><\/h4>\n\n\n\n
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