Attitudes from Spanish teachers and students of ESL towards errors in the classroom

Abstract

Learning a second language (L2) has become a crucial need for the citizens of this globalized world, since there are constant opportunities for intercultural communication in their daily lives. However, L2 acquisition is a lengthy, complex process. Not only learners, but teachers make errors in the classroom. This study examines and compares the attitudes and opinions that both teachers and students of English as a Second Language (ESL) in Spain have towards errors in the classroom. Two online questionnaires were created and sent out: one of them aimed at students and the other aimed at teachers. Answers were analyzed and compared to discern whether the attitudes towards errors in the L2 classroom are positive or negative.