Teacher-induced error: The case of language students of University of Nigeria, Nsukka
Keywords:
Error analysis, transfer of training, intralingual errors, interlingual errors, induced errorsAbstract
Mother tongue (MT) interference, intralingual and developmental errors are seen as the basic causes and classifications of errors by error analysts. One other cause of error is the errors of inducement. This paper looks at an aspect of induced errors ‘teacher-induced errors’. The paper investigates the influence of the teacher’s pronunciation of choice words that have homophonous or have near homophonous tendencies on the spellings of Linguistics students of the University of Nigeria, Nsukka. Dictation tests were administered twice in a classroom environment. 80 students, 20 students each from the four levels of study constitute the sample size for the study. Sets of sentences were read out to the students by their teacher to test: if the pronunciation of words by the teacher influences the spelling abilities of the students even when the words are contextualized; to know if it is an inherent spelling challenge of individual students and then to establish Stenson’s (1974) view on the existence of induced errors as a cause and classification of error. The paper realized that the teacher-induced pronunciation is one of the causes of errors to be looked into in the spellings of the students. Individual student’s competence in spelling is seen to play a big role in the spelling errors committed by the students. Again, the degree of exposure of the learner to the L2, judging by the level of study of the students, prove to be a stronger point for less responses of the 4th level students to teacher-induced pronunciation errors.
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