Error evaluation: the importance of viewpoint

Abstract

Teachers and non-teachers, native and non-native speakers of the target language may differ considerably in their evaluations of learners' errors. This paper illustrates some contrasts between their reactions and attempts to account for these in terms of the different viewpoints from which they approach the errors. It is argued that the teachers' judgements of error gravity are very much a function of their own experience and their knowledge of their pupils' experience.

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