Undoubtedly, discourse analysis assumes a paramount role in the realm of English Language Teaching (ELT). Introducing a fresh inquiry into the existing literature and subsequently translating the findings into actionable insights holds considerable value, illuminating uncharted points in scholarly discourse. Central to this research is an intensive examination of the linguistic utterances exhibited within a specific
speaking class. Concurrently, the study scrutinizes the prevailing error correction modalities exercised by the teacher. Data collection was meticulously executed. The group of students under examination comprises individuals aged 15 to 17, all are in the 11th grade. Through meticulous documentation, a naturally flowing speaking session was turned into a textual corpus amenable to discourse analysis. Within this corpus, the students' linguistic inaccuracies are meticulously cataloged and stratified by typology. In a complementary vein, the educator's repertoire of error correction methods is meticulously enumerated, yielding a rich dataset amenable to graphical representation. Researchers found that predominantly, student-generated errors coalesce around the spheres of overextension and omission, showcasing the intricacies inherent in their language learning journey. A fascinating facet of the research lies in the preponderance of echoing as the preferred method of error correction embraced by the teacher. This salient observation provides an illuminating insight into pedagogical strategies adopted to address these linguistic imprecisions. This study not only augments the discourse on discourse analysis and error correction within ELT but also beckons for further investigation across diverse contextual milieus. The comparative exploration of findings across varied contexts promises a more comprehensive comprehension of language learning and teaching methodologies.
Anahtar Kelimeler: discourse, error analysis, elt, omission