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This study aimed at exploring oral error treatments of English language teachers in EFL classroom in Assosa zone three secondary schools. It also aimed at identifying how oral errors are treated. A single methods approach was employed for the study, which is qualitative technique. The data for this study were collected through interviews and classroom observation. The study participants were 3 EFL teachers and 3 grade eleven students selected using mixed sampling techniques, which are purposive and convenient and 3 sections selected using convenient and simple random sampling techniques. The data were collected using interviews held with all sample teachers and students; classroom observations with 3 sections of grade eleven. Percentages were used to analyze the data. The study found out that the teachers and students had significantly different statements on interviews about timing, method, and delivering agents of error correction; both the teachers and students agreed that students‟ errors should be treated indirectly. And also teachers‟ declarations have been consisted with students‟ statements at which types of linguistic oral errors need to be treated. The study also found out treatments which were used in the actual classroom. The Teachers employed the six types of treatments for grammar, vocabulary, and pronunciation oral errors but the degree was different for each type of error. Even though the negotiation moves used more frequently than the input moves for a particular error type, grammar and consisted with the findings of interviews, recast was employed most frequently among other treatments in the treatment of all types of errors. This does not consist with what the teachers said which the indirect method of oral error treatments is. In addition to this, the study investigated learners‟ oral error treatments were given after the students‟ speech by their teachers largely. The findings have recommended for Ethiopian educational institutions might have a well-designed course about oral error treatments for teachers; to give practicum courses about error treatments to the teachers and they should be treated by the experts. Teacher should use those corrective feedbacks for vocabulary and pronunciation errors to engage student in correcting their errors. And the significant holes in treating oral error in English as foreign language classrooms are causes for further concerns. |
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