@article{oai:kuis.repo.nii.ac.jp:00000409,
 author = {志手, 和行 and シテ, カズユキ and Shite, Kazuyuki},
 journal = {言語科学研究 : 神田外語大学大学院紀要},
 month = {Mar},
 note = {P(論文), When and how teachers should treat errors has been a controversial issue. This study was conducted to explore in what situation teachers tend to treat learners' oral errors. Four cases of ESL classroom observations were carried out The errors made by the students and treated by the teachers was counted and classified into the three dimensions: form/structure, meaning/semantics, and pragmatics (Larsen-Freeman, 1991). It was found that error treatment varied in lesson types, and that there was an overall tendency that errors in form were produced and treated most frequently. Moreover, type of classroom task seems to have affected type of error and teacher treatment. The role-playing activities seem to have provided meaningful contexts for the students so that they made errors in all the three dimensions. It is argued that identifying and diagnosing errors based on the three dimensions might have a potential for effective error treatment, especially in the task which guides learners to interact in a meaningful context. Further studies for the effectiveness of error treatment through the three dimensions would be needed.},
 pages = {39--56},
 title = {Type of error and teacher treatment in ESL classrooms},
 volume = {11},
 year = {2005}
}