Handling of Morpho-syntactic Learners Errors in Tanzanian English Language Classrooms

Abstract

This paper examines issues related to morpho-syntactic errors among secondary school students in Tanzanian English Language Classrooms (ELCs). Specifically, the study assesses the corrective feedback techniques that teachers use to handle their students’ morpho-syntactic errors (both written and spoken errors). The data reveal that a total of four Corrective Feedback techniques are commonly used in Tanzanian ELCs. These techniques include focused Corrective Feedback, direct Corrective Feedback, indirect Corrective Feedback and metalinguistic Corrective Feedback. On top of that, it was discovered that teachers prefer the use of indirect Corrective Feedback when they mark written assignments while explicit and recast are the most applied techniques in handling students’ oral errors.