ERROR CORRECTION AND ENGLISH LANGUAGE TEACHING IN NON-NATIVE CONTEXT: A STUDY OF UNIVERSITY TEACHERS’ APPROACH UNDER TOY THEORY IN PAKISTAN

Abstract

Teaching English in non-native context is a widely recognized field of research in which new approaches are introduced by researchers. Effective English Language Teaching is also a great challenge to create affective, cognitive and behavioral change in students in non-native contexts. English is used as foreign language In Pakistan, therefore it requires new approaches to teach the English language as EFL is almost taught in difficult circumstances. Error correction process plays a vital role in recognizing the linguistic approaches of teaching and learning. Effectiveness of the Error Correction process cannot be neglected as it modifies the learning and teaching process through identification of deficiencies. Teachers’ role in error correction is vital as it can change the emotional, knowledge, understanding, and new material adoption behaviors in the students so that the learning process would be more effective. Toy’s theory covers all these perspectives as it highlights the three different dynamics of error correction as affective, cognitive and behavioral changes. Present study is intended to manipulate the perception of English language teachers’ approach to error correction by knowing their view through the survey questionnaire. The question is based on the three different dimensions of error correction as it will help to understand the strategies of teachers while making errors correct at the graduate level. The study is quantitative in approach based on the Likert scale, which consists of 10 different questions. Selected sample is 20 teachers teaching at graduate level in different institutes of Pakistan. The data is analyzed through SPSS (version 23) by finding mean and standard deviation to manipulate the significance of the problem.