Errors and their treatment at the early school age

Abstract

Errors are an integral part of children’s language development. The second language acquisition at the early school age is no exception, as taking risks and experimenting with language lead to a variety of errors which, if properly corrected, ultimately have the potential to produce the necessary improvement so much. The target age children like exploring the world of foreign language and being actively engaged in the process of thinking so they could provide the answers for themselves rather than just being presented with it straightaway by the teacher. This challenging and stimulating environment is perfectly suitable for the acquisition of vocabulary, sentence patterns and better pronunciation. Therefore, the aim of the current paper is to show if the various methods of self-correction techniques can ultimately influence and improve students’ pronunciation of particular vocabulary items and basic sentences in a better way than by being directly corrected by the teacher. Additionally, this paper sets out to prove how a proper treatment of these errors can facilitate the second language acquisition at the early school age.