Esther Somé-Guiébré


Error correction is an essential component of language learning. It takes different forms that can affect language learning either positively or negatively. In the foreign language learning context, where the classroom is the only environment where the learners encounter the target language, error correction must be central to learning. It can easily be a demotivation factor to language learning. In this paper, the author examines error correction in High schools in Burkina Faso. The article explores how teachers deal with error corrections in the classroom and error treatment on student learning. The author conducted a qualitative study using classroom observations and interviews with teachers and students as data collection methods.


Article visualizations:

Hit counter


foreign language learning/teaching, error treatment, interlanguage, fossilization, stabilization

Full Text:



Al-khresheh, M. H., 2015. A review study of interlanguage theory. International Journal of Applied Linguistics and English Literature 4: 123-131. Doi: 10.7575/aiac.ijalel.v.4n.3p.123

Cresswell, J. W, 2009. Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc.

Cameron, R, 2009. A sequential mixed model research design : Design, analytical and display issues. International Journal of Multiple research approaches 3 : 140–152.

Ellis, R., Loewen, S., Erlam, R, 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28: 339–368. doi:

Fauziati, E, 2011. Interlanguage and error fossilization: A study of Indonesian students learning English as a foreign language. Indonesian Journal of Applied Linguistics 1: 25-37.

Greene, J., 2008. Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research 2: 7-22.

Guba, E.G., Lincoln, Y. S, 1982. Epistemological and methodological basis of naturalistic inquiry. Educational Communication and Technology Journal 30: 233-252.

Huang, Q., 2009. Accuracy and Fluency: Inspiration from error correction of interlanguage theory. Asian Social Science 5: 84-86

Han, Z, 2005. Fossilization in adult second language acquisition, Multilingual Matters.

Lasagabaster, D., Sierra, J. M, 2005. Error correction: Students’ versus teachers’ perceptions. Language Awareness 14: 112-127.

Lee, E. H., 2009. Issues in Fossilization and Stabilization. Linguistic Research 26: 149-168

Lin, L., 2019. Study on the Influence of Affective Factors on Error Correction in Chinese EFL Teaching. Advances in Social Science, Education and Humanities Research 356: 109-111.

Long, M., 2003. Stabilization and fossilization in interlanguage development. In Doughty, C. & Long, M. (Eds.), The Handbook of Second Language Acquisition (pp. 487-535). Malden, MA: Blackwell

Nozadze, A., 2012. Dealing with fossilized errors while teaching grammar. Journal of Education 1:41-46

Tarone, E., 2018. Interlanguage. In C. Chapelle (Ed). The Encyclopedia of Applied Linguistics. (pp. 1-7). John Wiley & Sons.

Selinker, L., 1972. Interlanguage. International Review of Applied Linguistics in Language Teaching 10: 219-231.

Selinker, L., Lakshmanan, U., 1992. Language Transfer and Fossilization: The Multiple Effects Principle. In S. Gass, & L. Selinker (Eds.), Language Transfer in Language Learning (Rev. ed., pp. 197-216). Philadelphia: Benjamins.

Tercan, G, Kenan Dikilitaş, I. K, 2015. EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal 4: 16-27.



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).