Face values: the use of sensitive error correction to address adolescents' ‘face’ issues in the modern languages classroom

Abstract

Anxiety about ‘performing’ in a foreign language in front of classmates may inhibit learners' contributions in the modern languages class through fear of embarrassment over possible error production. The issue of ‘face’, perceived social standing in the eyes of others, presents a sensitive matter for young adolescents developing their identity. Adolescents' self-esteem may depend, in large part, on peers' positive opinions. This article describes three of the strategies employed by three modern languages teachers when correcting errors committed in spoken interaction which appeared to address potential face issues for adolescent learners. Their approach may be helpful to modern languages teachers wishing to develop and extend sensitive correction strategies.