In Language Learning, Mistakes Are Not Bad

 

English learners should not think that mistakes, or errors, are bad.

One American language expert advises that language learners should instead see errors as signs of progress. Alex Poole is a professor of English and interim¹ department head of modern languages at Western Kentucky University. Poole recently spoke² with VOA Learning³ English about errors and language learning.

One common problem is that English learners think too much about errors instead of communication. "The goal is to be able to communicate in practical terms. If you have an error, the only time you should worry about it is if it causes communication breakdown⁴," Poole said.

Errors in speaking

Poole has some useful ideas about ways English learners can use errors. When you are speaking with a native English speaker, there are two kinds of things you can do to look for errors, Poole said.

The first is to look for misunderstanding or other signs of confusion⁵. For example, perhaps a person gives an unusual response to something you said. You can then ask them directly what the problem is.

The second works⁶ if you know a native speaker well. You can ask them about the kinds of things that you say that could cause communication problems with other native speakers.

Errors in writing

When it comes to writing, Poole recommends thinking about errors in a different way. He suggests keeping a list of common errors. These might include mistakes with subject-verb agreement, prepositions⁷ or articles.

When English learners write something, Poole recommends that they think about the main ideas first. Then, he recommends thinking about how to put those ideas in order. Instead of thinking about grammar, he suggests you should think about the big picture of what you are writing about. After you write something, you can go back and use your list to look for errors.

A philosophy of errors

One of the big ideas that came from VOA's talk with Poole was the importance of being realistic. If you find out what is realistic, Poole said, you can create your own "philosophy of errors." In other words, you can decide how errors will play a part in your own learning process.

Poole described his philosophy of errors:

"My philosophy as a language learner has always been look... I'm going to monitor* my errors and mistakes, but I know that I'm never going to be perfect, and so that shouldn't bother me. But I should look for things which cause communication problems, and I just have to live with that. I can't say, ‘Ok, if I don't make it to this level, it's going to be a failure' ...There will be people who will react negatively – and this is one thing that learners have to be aware of. There are many native speakers of a language who you will be in touch with who will not be very nice, who, no matter what, will say ‘I can't understand you'.... But you can't let them be your guide."

Closing thoughts

You can read more about errors in Poole's new book. It is called Learning a Foreign Language - Understanding the Fundamentals⁸ of Linguistics⁹. In the book, he also writes about long-term plans, progress and other issues in language learning.

Words in This Story

error – n. an action or situation in which a language learner does not follow the general patterns or rules of a language

practical – adj. appropriate or suited for actual use; logical¹⁰ and reasonable in a particular situation

breakdown – n. a failure that prevents something from working properly; the failure of a relationship or of an effort to discuss something

response – n. something that is said or written as a reply to something

philosophy –n. a set of general ideas about how to do something

big picture -- n. everything that relates to or is involved in a situation or issue

monitor – v. : to watch, observe, listen to, or check (something) for a special purpose over a period of time

bother – v. to cause (someone) to feel troubled, worried, or concerned

negatively –adv. acting in a way to show a lack of agreement or displeasure

1 interim   

adj.暂时的，临时的；n.间歇，过渡期间

参考例句：

• The government is taking interim measures to help those in immediate need.政府正在采取临时措施帮助那些有立即需要的人。
• It may turn out to be an interim technology.这可能只是个过渡技术。

2 spoke   

n.（车轮的）辐条；轮辐；破坏某人的计划；阻挠某人的行动 v.讲，谈（speak的过去式）；说；演说；从某种观点来说

参考例句：

• They sourced the spoke nuts from our company.他们的轮辐螺帽是从我们公司获得的。
• The spokes of a wheel are the bars that connect the outer ring to the centre.辐条是轮子上连接外圈与中心的条棒。

3 learning   

n.学问，学识，学习；动词learn的现在分词

参考例句：

• When you are learning to ride a bicycle,you often fall off.初学骑自行车时，常会从车上掉下来。
• Learning languages isn't just a matter of remembering words.学习语言不仅仅是记些单词的事。

4 breakdown   

n.垮，衰竭；损坏，故障，倒塌

参考例句：

• She suffered a nervous breakdown.她患神经衰弱。
• The plane had a breakdown in the air,but it was fortunately removed by the ace pilot.飞机在空中发生了故障，但幸运的是被王牌驾驶员排除了。

5 confusion   

n.困惑，迷乱，混淆，混乱，骚乱

参考例句：

• His answers to my questions have only added to my confusion.他对我的问题的回答只是使我更加困惑不解。
• His unexpected arrival threw us into total confusion.他的突然来访使我们完全不知所措。

6 works   

n.作品，著作；工厂，活动部件，机件

参考例句：

• We expect writers to produce more and better works.我们期望作家们写出更多更好的作品。
• The novel is regarded as one of the classic works.这篇小说被公认为是最优秀的作品之一。

7 prepositions   

n.介词( preposition的名词复数 )

参考例句：

• She lays a lot of emphasis on the usage of prepositions. 她把重点放在介词的使用上。 来自《简明英汉词典》
• Prepositions and conjunctions are particles. 介词和连词是小品词。 来自《简明英汉词典》

8 fundamentals   

n.(常用复数)基本原理

参考例句：

• The fundamentals of inorganic chemistry are very important. 无机化学的基础很重要。
• In math, Fundamentals Volume 1 explores numbers and counting, and shapes. 在数学方面，Fundamentals第一集探索了数字，点数和形状。

9 linguistics   

n.语言学

参考例句：

• She plans to take a course in applied linguistics.她打算学习应用语言学课程。
• Linguistics is a scientific study of the property of language.语言学是指对语言的性质所作的系统研究。

10 logical   

adj.逻辑(上)的，符合逻辑的；合乎常理的

参考例句：

• It is logical that the book is expensive.书贵是很自然的事。
• This is undoubtedly logical.这显然是顺理成章的。