Error Correction In English Teaching
Contents |
coursesContinuing professional developmentVideo tipsPublicationsELT research databaseNetworksTeaching speakingTeaching reading and writingTeachingEnglish radioTeaching knowledge databaseLow-resource classroomsEventsWebinarsConferencesTeaching for Success online conferenceSeminarsE-merging ForumTeacher Educator ConferenceMagazineTop storiesThe learnerInnovations in educationClassroom error correction in language teaching ideas, tools and resourcesClassroom managementTesting and assessmentTeaching the four skillsTeaching
Error Correction In English Grammar
grammar and vocabularyMethodologyTeacher and career developmentTeaching pronunciation Search form Search Home Teaching kidsResourcesActivities Lesson plans error correction in english sentences Songs Stories and poems CLIL ArticlesMethodology Speaking Resources Vocabulary Teaching tools Teaching teensResourcesActivities Lesson plans Stories and poems CLIL ArticlesMethodology Speaking Reading Writing Listening Pronunciation
How To Do Error Correction In English
Resources Culture Literature Teaching tools UK cultureShakespeare Jane Austen Charles Dickens Dylan Thomas Magna Carta First World War Teaching adultsResourcesActivities Lesson plans English for business ArticlesMethodology Resources Speaking Teacher developmentTraining coursesPrimary teacher training courses Secondary teacher training courses Adult teacher training courses CELTA MA in ELT Continuing professional developmentPlanning rules for error correction in english lessons and courses Understanding learners Managing the lesson Knowing the subject Managing resources Assessing learning Integrating ICT Taking responsibility for professional development Using inclusive practices Using multilingual approaches Promoting 21st century skills Understanding educational policies and practices Video tips PublicationsBooks and resource packs Milestones in ELT Research papers ELT research database Networks Teaching speaking Teaching reading and writing TeachingEnglish radio Teaching knowledge database Low-resource classrooms EventsWebinarsRecordings Upcoming webinars Conferences Teaching for Success online conference SeminarsLatest seminar Seminar archive Seminar training materials E-merging ForumForum 4 Forum 5 Teacher Educator ConferenceTEC 2014 TEC 2015 MagazineTop stories The learner Innovations in education Classroom ideas, tools and resources Classroom management Testing and assessment Teaching the four skills Teaching grammar and vocabulary Methodology Teacher and career development Teaching pronunciation Help Log in Sign Up for a Free Account LearnEnglish Teens LearnEnglish LearnEnglish Kids Error Correction You are hereHome » Arti
a Student Teacher Tips for Mentor/Host Teachers Offering Feedback & Support Case Study Tips for Student Teachers Planning (B-SLIM) B-SLIM Overview Planning Overview Lesson Planning Lesson Sequencing Unit Planning Program Planning Linking Theory & Practice (The Tree) About the Tree
Esl Error Correction Techniques
Branches Trunk Roots Strategies & Activities Professional Development Quizzes Error Correction:
Types Of Error Correction Techniques
Where, When and How Inherent in the profession of teaching is the need to make corrections, but teachers are often unsure error correction in esl classroom as to how much to correct, or even how to go about it. Marguerite is worried about how she is to deal with error correction with her beginning Spanish classes. She wants to correct her students https://www.teachingenglish.org.uk/article/error-correction and thereby improve the quality of their language, but is afraid that if she corrects the students too much, they will become discouraged and stop taking risks in the language. back to... Erinn's case study Marguerite's case study What does the process of error correction consist of? Error correction sequences consists of four steps: A student error The teacher’s feedback which may take the form of explicit correction, recast, clarification request, metalinguistic http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/error%20correction.html feedback, elicitation or error correction The student’s response, which may or may not still need repair Reinforcement of a correct response by the teacher (on occasion) Students respond more successfully when the correct form is not supplied for them and there is negotiation of form ie: with clarification requests, metalinguistic feedback, elicitation or error repetition What is the difference between intake and uptake? Intake occurs during the process of Giving It and Getting It, where students are taking in new information and processing it. Uptake occurs during the Using It stage and describes the process of students retrieving information that is already part of their consciousness. It describes the learners’ responses to the teacher's feedback following either an erroneous utterance or a query about a linguistic item. Some researchers argue that uptake may contribute to second language acquisition by facilitating noticing and pushing learners to produce more accurate linguistic forms. What is the difference between a Recast and a Repair? A Recast is what the teacher says with the purpose of helping a student notice his or her mistakes and repair it on his or her own. Several different types of recasts are listed below. A Repair is the student’s correction after the recast. back to top What are the types of
a "wrong" is not always easy. To err is human, to correct… …is the teacher’s job. Right? Well, yes, but when and how should teachers of English as a Foreign Language correct their students’ mistakes? This is a major issue that plays out in classrooms http://www.teflteachertraining.com/blog/tag/efl-error-correction/ every day, worldwide. Learners battle away at the intricacies of English, trying to communicate in our http://www.tefl.net/teaching/teaching-tip_11.htm language. When they, inevitably, err, if teachers issue corrections too forcefully or too frequently, students can lose confidence and motivation. However, if we don’t correct them, and let errors go, then these mistakes may become ingrained and hurt their future communication. Four Ways to Correct Students Gently So, how can we, as teachers, make sure that error correction happens, but in a way that students are error correction still motivated? How can we be supportive while still pointing out flaws in their speaking or writing? 1. Repeat with corrections. One good way is to, when you hear a student make a mistake, repeat what the student has said but without the error. The student will hear you say it correctly, and will often repeat it again after you. Research shows this is an effective way to gently show students the path to self-correction. 2. Review at the end of class. A error correction in second way is to keep track of the errors made during a time period and then review those errors and provide corrections before going on to a new activity or at the end of the lesson. This works especially well in a big class, if you’re strapped for time, or if you notice a lot of students making the same mistake. Another reason this is a good method is that it addresses the problem with the class as a whole so the individual who made the mistake will remain anonymous. 3. Have students correct each other. Peer correction is another good item in the teacher’s toolbox. Pair work and small group work can be fun, but sometimes you’ll have an alpha student with more exuberance than grammar skills who gives bad advice to their less assertive partner. So, if you do use this, don’t forget to monitor what’s being said in the small groups. 4. Individually. The method that should probably be used most sparingly is personal correction. Yes, it’s more direct, but being singled out in front of the class will make some students uncomfortable. If you can do this quietly during group or pair work, that's much better. Fluency vs. Accuracy English teachers always need to balance the twin goals of fluency and accuracy when they judge when and how to correct a student. There are students who are so afraid of being inaccurate that they hardly speak at all—that’s a fail in the flue
game. Give the students time to realise they've made a mistake and try to correct it themselves. If they can't, maybe someone else can help them. If nobody can help then you can either step in and give the correct form or make a note of it for later. As far as possible, correct mistakes anonymously. Do this by making notes of students' mistakes as you monitor (see TT10 for further explanation) then putting them on the board later and give the students themselves the opportunity to correct them, in pairs or small groups. If no one knows the right answer, give it to them, but only as a last resort. Anonymous error correction is a kind way to deal with mistakes. It isn't important who made the mistake originally - the point is, can the students all correct it? I tend to doctor the mistakes so that even the perpetrator doesn't recognise them as his/her own. For example: Original error: "I have been to Paris last year." = On the board: "I have been to London last week." Extra Info: Mistakes are good things and students need to know that they are. I explain like this: "Please make lots and lots of mistakes in my lessons - new mistakes, mind you, not the same old ones over and over. I like mistakes because we can all learn from them and because if you don't make any I won't have a job. If I find a student who doesn't make any mistakes in my lesson I will move that student to a higher level class because s/he obviously isn't learning anything at this level." Learning English is like learning to ride a bike - you fall off a lot, but you get the hang of it in the end. You will make a lot of mistakes but you will be able to communicate effectively in the end. Very few people become successful international cyclists and the chances are that even though you can ride a bike you are not a professional cyclist. Very few students reach mother-tongue (supposedly error-free) level but many students learn to communicate very well in English in spite of this. You will probably never have error-free English so accept that you will always make some mistakes - just try to learn from them and lear