Hindémè Ulrich O. Sèna


This study focuses on the value of error correction strategies used by Beninese EFL teachers in promoting learners’ oral proficiency in secondary school level. It aims firstly, at identifying the effectiveness of strategies that teachers can adopt in correcting errors in EFL classes. Secondly, at pointing out the difficulties teachers face when correcting their students’ oral proficiency errors and lastly, at exploring the importance of error correction in the improvement of their students’ oral communicative ability. The respondents of this study are EFL teachers and students in a secondary school located in the Littoral region of Benin. The qualitative research method was adopted. In this trend, questionnaires and interviews were used to gather reliable data. The analysis of the collected data revealed that EFL teachers adopt indirect correction technique as the most effective technique to correct learners’ oral proficiency errors. It is also revealed that most of EFL teachers lack appropriate teaching experience. Besides, teachers face difficulties such as learner’s anxiety and lack of motivation during English teaching sessions. Unlike the general observation, findings have revealed that students are afraid of speaking English language not because they are discouraged by their teacher’s error correction technique, but they fear of being laughed at by their mates. They assert that they prefer to be corrected by their teacher and not by their mates. As conclusion, teachers are encouraged to take into account learner’s affective filter during corrective feedback by adopting more indirect strategies such as recasts and delayed error correction technique. The study has finally revealed that both teachers and students testify the significance of error correction in the development of EFL beginners’ oral communicative ability.

Cette étude se concentre sur la valeur des stratégies de correction d’erreurs utilisées par les enseignants béninois d’Anglais, langue étrangère dans la promotion de la compétence orale des apprenants au niveau de l’enseignement secondaire. Ce travail vise tout d’abord à identifier l’efficacité des stratégies que les enseignants peuvent adopter pour corriger les erreurs dans les classes. Ensuite, il examine les difficultés rencontrées par les enseignants dans le processus de correction des erreurs de leurs apprenants. Cet article met enfin un accent particulier sur valeur de la correction des erreurs dans l’amélioration de la communication orale des apprenants. La population cible est composée des enseignants et apprenants de la langue anglaise dans l’une des écoles secondaires dans la partie méridionale du Benin. La méthode de recherche qualitative a été adoptée pour mener cette recherche. Dans cette tendance, des questionnaires, un guide d’entretien sont les instruments utilisés pour recueillir des données fiables. L’analyse des données collectées a révélé que les enseignants estiment que la stratégie la plus efficace pour corriger les erreurs de compétence orale chez les apprenants est la méthode indirecte. Il est également révélé que la plupart des enseignants n’ont pas assez de qualification et d’expérience professionnelle. En outre, les enseignants sont confrontés à des difficultés telles que le problème de timidité et manque de motivation chez les apprenants en situation d’apprentissage d’Anglais. Contrairement au constat général, les résultats ont révélé que les apprenants ont peur de parler Anglais non pas parce qu’ils sont découragés par la technique de correction utilisés par leur professeur, mais ils ont peur de se faire ridiculiser par leurs camarades. En conclusion, les enseignants sont encouragés à prendre en compte le coté émotionnel des apprenants dans le processus de la correction des erreurs en adoptant des stratégies plus indirectes telles que la refonte et la technique de correction d’erreur retardée. L’étude a finalement révélé que les enseignants et les apprenants témoignent de l’importance de la correction des erreurs dans le développement de la capacité de communication orale des apprenants débutants d’Anglais, langue étrangère.


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error correction, strategies, oral communication, EFL Beginner classes / correction des erreurs, stratégies, communication orale, classes des apprenants débutants

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DOI: http://dx.doi.org/10.46827/ejel.v0i0.2973


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