Students shouldn’t be afraid of using the wrong tense or omitting an article as making mistakes is the proof of learning, but the question is how teachers handle these mistakes. Too much error-correction can demotivate students, on the other hand, to let the conversation flow and not to correct any mistakes can also cause some problems in the future. The difficulty, of course, is in finding the middle ground. What should we correct, when should we correct it, and how should it be corrected?
Step 1 — Identify the reason for making mistakes (what to correct):
1. L1 interference — happens when the learner’s mother tongue affects performance in the target language. For example, learners make grammatical mistakes because they apply the same grammatical patterns as in their L1.
Read more in “Learner English”, a practical reference guide which compares the relevant features of a student’s own language with English, helping teachers to predict and understand the problems their students have. It has chapters focusing on major problems of pronunciation, grammar, vocabulary and other errors.
2. A developmental error — an error that occurs as a natural part of the learning process when a learner tries to say something that is above their level of language.
3. Overgeneralization of a rule — the process of extending the application of a rule to items that are excluded from it in the language norm.
4. A fossilized error — the process in which incorrect language becomes a habit and cannot easily be corrected.
5. A slip — a mistake made by a learner because they are not attentive or tired.
6. The nature of English — some set collocations, idiomatic expressions may cause errors.
7. Bad model — students learnt poor example and incorrect language from any available resources.
Some tips:
- We shouldn’t correct slips as they happen not because students don’t know the material but are caused by tiredness, inattention or just having too much to think about at the time.
- We should be careful with correcting developmental errors. Making such errors is a natural part of learning a language. You may just ignore them, as the student hasn’t studied the essential material yet or you can just articulate the correct sentence and that you are going to study that grammar or vocabulary later.
- We must correct all other types of mistakes, but don’t try to correct all the mistakes students make, choose ones which are relevant to the lesson/topic/activity.
Step 2 — Choose the best time to correct (when)
There are two kinds of error correction:
- Hot correction — as soon as we notice a student making an error.
- Cold correction (delayed error correction) — in order not to interrupt the learner during a speaking activity- as we are focusing more on oral fluency, we need to monitor and record the language of the learner to focus on the errors when the activity is complete. Conduct an error correction after the activity of at the end of the lesson.
Some tips:
- Use hot error correction during the presentation of the target language or controlled practice, as we are more focused on accuracy here. You should encourage SELF CORRECTION n first and then peer correction if needed, therefore ask CCQs (concept checking questions) that focus on meaning and form.
- Use cold (delayed) error correction while students are doing freer activity. Monitor the students and take notes of mistakes.
Step 3 — Choose an error correction technique (how)
There are many ways to correct errors:
Non verbal:
1. Finger correction — use fingers to show the mistake in the sentence.
2. Gestures — every teacher has a set of gestures to show students they’ve made a mistake. Teachers might gesture backwards with their hands to show students they haven’t used the verb in the past. Students often use the wrong pronouns, for example “She walked your dog.” You can point to yourself with a look of shock or surprise.
3. Facial expressions — when a student makes a mistake you can use an exaggerated facial expression to signal the mistake.
4. Cards (visual reminders) — some students often omit “-s”, “be”, etc. So you can just prepare a card with a big “S” or “AM/IS/ARE” and raise it every time students do this mistake, students instantly know they should go back and say it again. Later, you can just stick an empty card on the desk and point at it when necessary.
5. Visual analysis — write the sentence on the board and highlight indicators, question marks, everything that might help the student to correct the mistake, e.g.:
Verbal:
6. Repeat up to the error — repeat the whole sentence up to the error and make a pause waiting for the student to say the correct word/phrase. If the student has a difficulty correcting the mistake, give options.
S: My mum is really interesting in politics.
T: Your mum is really …
S: Interesting.
T: InterestING or interestED?
7. Demonstrate more examples — elicit or demonstrate more sentences with the same vocabulary or constructions.
S: I love SHocolate.
T: Read the words “chair, chicken”, now read this word “CHocolate”
8. Echoing — echo the mistake with emphasis on the mistake.
S: He like listening to rock music.
T: He LIKE?
S: He likeS listening to rock music.
9. Ask for clarification — ask your student to repeat the sentence.
S: I went to the magazine.
T: Sorry? Where did you go?
10. Recast — reformulate the utterance into a correct version (emphasising the place of the mistake) and encourage to continue the conversation.
S: Yesterday I went in the shop.
T: Oh really, you went TO shop. Which shop?
!!Try to elicit the corrections as much as possible. Get students to fix their own mistakes.
What error correction techniques do you prefer?
By
August 20, 2020
If you’ve taught or tutored English (or any language), you’ve probably asked yourself on more than one occasion when, how, and even if, you should correct your students’ mistakes. While error correction in teaching English mainly depends on whether your lesson objective is fluency or accuracy (more on this below), in any case, there are certain key things to know when it comes to effectively – and sensitively – correcting your students’ mistakes in class.
If you’re new to teaching, you’ll want to get initial training and qualification with a TEFL certificate. You can explore our online TEFL courses to get started!
What is the difference between an error and a mistake?
You might be surprised to learn there’s a difference! Yet in teaching English, a distinction is made.
Mistakes
A mistake is an accident or a lapse, something that your EFL/ESL students actually know and that they can most likely self-correct if given the chance. This can be a typo, using the wrong word, or a small grammatical mistake.
Errors
An error, on the other hand, is something that your students don’t know because they haven’t learned it yet or they’ve forgotten it. This is where your students need you the most, in order to effectively correct their errors and help them develop their language skills.
What kind of errors do EFL/ESL students make in class?
Students make many mistakes during the long endeavor of learning a new language. This is a natural and necessary part of the learning process! As a teacher, it helps to identify the type of error in order to correct it effectively and smoothly.
Productive skills errors
Errors in spoken or written skills include vocabulary, pronunciation, and grammatical errors, as well as errors in producing intelligible language that can be understood globally.
Receptive skills errors
Errors in listening and reading skills include misinterpretation of content, misunderstanding of words, or simply the inability to comprehend someone’s speech in total.
You’ll learn more about other types of errors students make, such as global and local, in the Micro-credential course: Error Correction in the EFL Classroom.
When should I correct my students?
The timing of correcting students’ errors in teaching English is crucial to your lesson being a success or a fail. Error correction in EFL/ESL has a big impact on your students’ learning process and the right timing will help them retain new information effectively.
When to correct errors in fluency-based lessons
If you’re teaching a class or activity where fluency is the goal, try to monitor your students and take notes of major or repeating mistakes. Don’t interrupt your students’ speech. This might discourage them or make them lose the motivation to speak freely. Save the error correction for the end of the class.
At that time, you can give individual feedback or discuss the most important errors with the whole class if your students are okay with that. You could also prepare a quiz for the next lesson, touching on the major errors that you noted down while monitoring your students.
When to correct errors in accuracy-based lessons
If you’re teaching a class or activity that aims for accuracy, for example applying a new grammar rule during a conversation, you can correct immediately after the mistake has been made, assuming that it is a mistake about said rule. Since you just taught the content, you can encourage your students to self-correct their error first, or you can ask other classmates to help. Sometimes a gesture is enough to indicate the type of error. You don’t need to focus too much on mistakes students make that aren’t related to the current lesson, since this can again disrupt their efforts to use the newly learned grammar.
If you notice during the activity that your students are making the same errors over and over again, you might want to stop the activity, review the lesson content and resume the practice after making sure that all your students have understood the new rule.
Dos and Don’ts of error correction
Here are some useful ground rules for error correction in the English classroom, whether you’re teaching online lessons or in a live classroom. For more detailed tips and tricks, check out the Bridge Micro-credential course: Error Correction in the EFL Classroom!
Dos
- Be sensitive to your students’ needs and preferences. Ask your students at the beginning of your course which kind of error correction they prefer. (Many students like being corrected immediately because they can still remember their mistake and learn from it, while others only want to focus on fluency.
- Be kind and patient in the way you correct. Always encourage your students to keep trying new language they’ve learned and assure them that making mistakes is okay. You want to encourage your students to speak and to experiment with what they’ve learned so far.
- Give your students a chance to self-correct, or apply peer-correction in your classroom. Some students learn better when they’re corrected by their classmates instead of the teacher.
- Use visual cues. Sometimes, simply raising your eyebrow can help your students realize that they’ve made a mistake and it gives them a chance to correct themselves. Establish your own gestures for common mistakes in tense, vocabulary, or sentence structure, such as pointing behind you to indicate a student needs to use past tense.
Dont’s
- Don’t over-correct every single mistake your students make. Keep error correction relevant and make sure that your students benefit and learn from it.
- Avoid interrupting your students when they’re making an effort to speak fluently. This can be very counter-productive and your students might lose their motivation or become hesitant to use the new language they’ve learned.
- Never scold your students, become loud, or show your impatience with angry facial expressions. There are no silly mistakes in the EFL/ESL classroom! This is especially important if you’re teaching young learners, who easily pick up on moods and emotions.
The importance of error correction in the EFL/ESL classroom
We learn by making mistakes. As children, we learn how to walk by falling over hundreds of times. As adults, we learn a new language by making uncountable mistakes in the use of words, grammar, sentence structure, pronunciation, and register. The most important thing for you as an English teacher is to correct your students’ errors effectively and sensitively. Only then can you help them grow and develop their newly acquired language skills at their own pace and in a comfortable and safe environment.
Learn more about correcting students’ errors effectively
If you’re a new teacher and want to level-up your teaching skills as well as learn more about error correction techniques in the classroom, start with the comprehensive Bridge Master Certificate TEFL/TESOL course.
If you’re an experienced teacher, sign up for the Bridge Micro-credential course: Error Correction in the ESL Classroom to develop additional skills, and you’ll have the option to earn a digital badge to show off your credentials on your TEFL resume and social networks!
Micro-credentials are just one of the many resources that can enhance your TEFL/TESOL resume.
In English language teaching, error correction is something which is expected of teachers, so what error correction techniques are there to make the most out of the errors we correct? And how can we make sure that correction is helping our students?
As teachers, we are told that error correction is necessary. However, the value of error correction has long been discussed. Is what we are doing enough or should we stop altogether? In our post-method, eclectic, throw-everything-at-them-and-something-is-bound-to-stick era we need to be aware of the options available so we can decide what is best for us and our students.
Maybe you’re right, maybe you’re wrong
Expert opinions on error correction have evolved over the years. Take a look at these quotes and consider which one most closely represents your personal opinion.
- Like sin, error is to be avoided and its influence overcome, but its presence is to be expected – Brooks (1960)
- Error correction is a serious mistake because it puts students on the defensive and causes them to avoid complex constructions – Krashen (1982)
- You should tell students they are making mistakes, insist on accuracy and ask for repetition – Harmer (1983)
- There is a place for correction, but we should not overestimate it – Ur (1996)
- Feedback on learners’ performance in an instructional environment presents an opportunity for learning to take place – Larsen-Freeman (2003)
- Correction works best when done in context at the time the learner makes the error – Mackay (2007)
From error being seen as sin during the height of audiolingualism to viewing error as opportunity to learn, errors and correction have been a hotly debated topic in the ELT world.
This is why there is such a challenge for teachers. We must withdraw ourselves from our opinions and expectations in order to evaluate students on an individual level when it comes to errors. We then have to balance this with an institutional and cultural expectation to be corrected in the classroom.
Importantly, we have to ensure the learner has understood the correction, internalised it and improved their personal language system or interlanguage.
Interlanguage is a concept that refers to each learner’s personal knowledge of a 2nd language. It is the language which they know as they have learned it with potential for influence from their 1st language and overgeneralization of certain rules learned about their 2nd language. Hence the potential for error.
A learner’s interlanguage is unique to them. It is all they are able to use to communicate and it is what, as teachers, we are aiming to improve in each class, even in each interaction we have with students.
What is an error?
In ELT there have traditionally been two categories, errors and slips.
Errors happen when a learner doesn’t have sufficient knowledge of the language. This could occur when they have never been exposed the language and make an error because they have no prior knowledge to refer to. These are known as attempts. Or errors could come from the language having been acquired incorrectly and as far as they are concerned they are correct. These are fossilized errors.
Slips are the opposite end of the error spectrum. Slips happen when a learner knows the language but due to the speed of conversation or other factors, they say or write something incorrect. These are often self-corrected or ignored. They even happen to native speakers when we mispronounce a word or mix up words in an idiom that we’ve used a million times. One interesting thing to note is that even at the highest bands of C2 level, Cambridge writing scales say that inaccuracies that occur as slips are perfectly acceptable. They are not something to be punished.
Personally, I think there a bit of a gap here. We need something to fill in the middle ground. That is what I refer to as mistakes. Mistakes happen when a learner forgets the language that they have already acquired. It’s not that they don’t have the language, it’s that they haven’t accessed it correctly. Typical mistakes would come from L1 influence and often involve the use of false cognates or word order. The over-application of L1 rules in L2 frequently causes mistakes. This could happen to native speakers too, especially children. The typical example is when they conjugate an irregular past verb incorrectly (e.g. teached) because they have learnt a new rule and they start applying it too much.
When should we correct?
Correcting errors
Errors are the most difficult to correct, because not only are you providing a correction, you are also providing the knowledge necessary to fill the student’s gap in understanding. Errors should always be corrected, however, you need to be very careful about when and how to correct them.
We’ve all been in the situation where we try to correct an error quickly, only to get pulled down a rabbit hole where before we know it the board is covered in example sentences, phonemes and an explanation of the present perfect continuous. So correction of errors has to be structured and formulated in a way that allows students to recognise how to form the correct language, but without breaking the flow of the class.
Correcting mistakes
Mistakes should be dealt with completely differently. Mistakes are not due to lack of knowledge. Therefore, if you delay correction, the student will look at the error and instantly know what the problem is. They will think something along the lines of “Oh yeah, I knew that”. So what have we achieved as a teacher at that point? We haven’t helped to fill any gaps in knowledge.
That’s why mistakes should be corrected the moment they are made, even during a fluency activity. If you correctly identified the problem as a mistake, not an error, the correction should be quick and easy.
Correcting slips
Slips don’t need to be corrected at all. Slips are like your mother always confusing you and your sibling’s names. You know that she knows who you are, she just can’t ever seem to get it right. Correcting your mother may be satisfying for you as the corrector, but it’s not going to help her understand better who you are. And it might just make her flustered.
Correction in exam preparation classes
This is a blog about exam preparation after all. In many ways, everything that applies to error correction in general also applies to exam preparation classes. However, if anything, correction is even more important and even more expected. In general, we want our students to achieve successful communication and be intelligible. Unfortunately, for exams, this is often not enough.
The burden of correction falls even harder on the exam teacher. Insist on accuracy and demand the most of your students. They will thank you for it in the end.
Error correction techniques
There are many different types of error correction. Some of these we are taught how to do, while some of them come naturally. Some of them we would use in normal everyday situations.
Have you ever been in a shop and someone walks up to you to ask you where something is because they think you work there? How would you correct that person? You would probably say “I don’t work here” and for some reason apologise for their mistake. What you wouldn’t do is launch into a long explanation of why you choose to be an English teacher, not a shop assistant. And you wouldn’t start miming confusion and pointing across the shop to the employees who do work there.
That’s because certain correction techniques work better in some situations than others. Some work better for one type of error than for another. As teachers in the post-method era, we need to have an extensive bank of error correction techniques that we can dip into whenever we feel it’s necessary.
That’s our responsibility as teachers, to have the knowledge to be able to employ different techniques in different contexts.
Classic error correction techniques
| Metalinguistic explanation S – She has a long black hair. T – Hair is an uncountable noun so it doesn’t take the indefinite article. |
| Repetition S – In the morning, I get up at seven o’clock, clean my tooth, have breakfast and go to work. T – You clean your tooth? |
| Direct explicit correction S – It is dangerous to smoke while you become pregnant. T – While you become pregnant is very different. You mean while you are pregnant. |
| Peer correction During an in class written activity where students complete a letter in pairs: S1 – Feel free to contact me if you are a problem. S2 – I think it’s have a problem. |
| Delayed correction S – The cheerleaders threw up high into the air. T writes the sentence down in a notebook and puts it up on the board after the activity. The whole group corrects the sentence. |
| Recast S – When we won, I was so exciting. T – You were excited. |
| Paralinguistic explanation S – Last night, while I was eating dinner, I started /dʒəʊkɪŋ/ so my friend hit me. T – Makes a facial expression of confusion. Mimes laughing and choking. |
| Elicitation S – Waiter, could you bring me some tissues, please? T – Could you bring me some ……, please? |
| Clarification request S – You can’t sleep in my room because it is too crowded, but you can sleep with my sister. T – Excuse me? |
| Tell them they are wrong Teacher hands out a worksheet S – I hope this the last /ʃɪt/ for today. T – That’s not how you pronounce that word. |
Any and all of these correction techniques are acceptable and recommendable in the classroom. However, it is your role as a teacher to choose the best form of correction for the moment you correct.
Studies have shown, for example, that recasts, despite being the most common form of correction, are often overlooked. Students don’t notice they are being corrected. This happened more often with groups of Italian students than it did with groups of Japanese students. That’s because Japanese students have a significantly different mentality towards learning languages and were more attuned to the recast being an opportunity to learn.
Similarly, some students may like having their errors highlighted and displayed on the board after an activity while for others this could cause substantial embarrassment, thus lowering their motivation and causing them to avoid complex language in future interactions in order to avoid error in the future.
This is why we have to have a bag of tricks when it comes to error correction. There is no one-size-fits-all solution.
Adapted error correction techniques
While all of the above techniques are useful and acceptable depending on the context and circumstances, there is definitely a way to make error correction more interesting and ensure you are improving your students’ interlanguage.
Here are a couple of ideas that I have found to be effective:
Post-it correction
Method:
- Write errors on post-its or small
pieces of paper. - Slip those papers to the pair or
group when they are done with the activity. - They work together to write
corrections on the same paper.
Benefits:
- Students are correcting their own
errors rather than the smartest student in the group correcting everyone’s
errors. - Great for fast finishers.
- Post-its are fun.
Error collection
Method:
- Keep a record of errors on Google
Slides or Quizlet. - Add to this record whenever there is
a recurrent error. - Use as a warmer or cooler to recycle
correction. - Can be adapted into games like
back-to-the-board.
Benefits:
- Helps with fossilised errors.
- Avoids the judgemental effect of
constantly correcting the same mistake. - Can be shared with students.
Stem correction
Method:
- Write only the stem of the incorrect
sentence on the board. - Students think of different ways to
finish the sentence correctly. - The mistake is never explicitly
stated, but the student who made it will probably realise that it was something
they said.
Benefits:
- Helps students upgrade language.
- Forces students to notice the
language. - Takes the pressure off the teacher
and the student.
Anticipation
Method:
- Think about the errors students
always make, especially before a certain grammar point that you have taught
before. - Before the activity write them up on
the board with a big cross through them. Tell the students to be careful about
these mistakes.
Benefits:
- Reminds students to think before
they misspeak. - Can be used as a visual aid if
anyone does make the mistake. - Makes you look like a clairvoyant.
Conclusions
Whether you are teaching 1-to-1, exam preparation or conversation classes, ensure that error correction is present in all your lessons. The expectation for correction is clear and its benefit is established.
One of the best things you can do as a teacher is aid language acquisition through targeted and effective corrective feedback that embraces the concepts of noticing and demanding high while ensuring the advancement of learners’ individual language systems.
Библиографическое описание:
Назарова, Ёркиной. Methods for Correcting Errors in the Process of Learning English / Ёркиной Назарова. — Текст : непосредственный // Молодой ученый. — 2019. — № 16 (254). — С. 280-282. — URL: https://moluch.ru/archive/254/58231/ (дата обращения: 09.02.2023).
This article is about methods for correcting errors in the process of learning English. In this article, it is spoken about the differences between a mistake caused by lack of knowledge, wrong judgment or misunderstanding and an error caused by a conscious or unconscious deviation from the generally accepted norm, given that the norm is known and understood and how to solve them in the process of learning English.
Keywords: process, mistakes, speech, writing, to teach, a foreign language, correctly, the methodology, origin, therefore, methodically, the teacher, the student.
Эта статья о методах исправления ошибок в процессе изучения английского языка. В этой статье говорится о различиях между ошибкой, вызванной недостатком знаний, неправильным суждением или недоразумением, и ошибкой, вызванной сознательным или бессознательным отклонением от общепринятой нормы, учитывая, что норма известна и понята, и способами ее решения их в процессе изучения английского языка.
Ключевые слова: процесс, ошибки, речь, письмо, учить, иностранный язык, правильно, методология, происхождение, следовательно, методично, учитель, ученик.
Learning a foreign language is a rather long and laborious process. Students often make a lot of different mistakes in speech and writing, despite the best efforts of the teacher to teach him to write and speak a foreign language correctly. From the point of view of the methodology of teaching foreign languages, mistakes are of a different nature, origin, therefore, methodically properly organized work with mistakes is necessary, both from the teacher and from the student.
In the methodology of teaching foreign languages, there are two opposing points of view whether students’ mistakes should be corrected. This problem depends on a few factors, both external and internal. The word “error” in teaching foreign languages has a negative connotation, as it is associated with a deviation from the norm of the language being studied. However, this word may also mean that the learning process is effective. In the English language teaching methodology, two words are used to designate the term error: mistake is a mistake caused by lack of knowledge, wrong judgment or misunderstanding and error is an error caused by a conscious or unconscious deviation from the generally accepted norm, given that the norm is known and understood. However, we believe that even with such a seemingly understandable distinction, a double interpretation of this approach is possible.
Learning English is not as difficult and impossible as it might seem at first glance. In order to achieve the desired success, it is necessary to organize the workflow correctly and try to avoid common mistakes. The most popular and dangerous mistake. Studies show that too active study of only grammar has a negative effect on speech abilities. Why? English grammar can be difficult to understand logically, and real-time communication is fast. It turns out that you will not have enough time to remember the hundreds of learned rules just to speak out. It is advisable that you master the English grammar at a subconscious and intuitive level. The best way is to actively communicate with foreigners and listen to correct English speech.
− What mistakes should be corrected?
Errors are classified by language aspects (phonetic, lexical, grammar). There are obvious and hidden errors. Depending on the impact on the understanding of speech, there are strong and weak mistakes. Interlanguage (linguistic interference) and interlanguage (for example, over generalization — the transfer of the studied rule to exceptions) are distinguished. In addition to errors (in English “errors”), there is also the term “mistake, minor mistake” (“mistake”), a deviation from the norm with the possibility of a quick self-correction of the speaker / writer (reservation, slip of finger). If the student’s work is clearly communicative in nature and the focus is on the content, only those errors that impede understanding should be corrected.
− How should errors be corrected?
Error correction is an expression of negative feedback. Many sources cite six types of error correction indicated by reputable linguistic scientists:
- Explicit correction. An explicit correction, when the teacher points directly to the mistake, explains what it is, and gives the correct answer.
- Recast. Periphrases — pronouncement / spelling of the original incorrectly shaped speech pattern without an error, but without any explanations from the teacher.
- Clarification Request. This is a common situation in real communication.
- Metalinguistic Cues. The use of terminology (for example, grammatical — the teacher uses the term: “time”, “article”, etc.) is a reaction related to the student’s statement, but not offering the correct form.
- Elicitation. The teacher can accompany his words: finger coding: count each word spoken with your fingers, noting “finger-error”.
- Repetition. Repetition of a student’s wrong statement by a teacher with an obligatory verbal emphasis in the part where an error was made. If you do not highlight the error in the voice, the student may think that the plausibility of the statement is being questioned.
Who should correct them?
Of course, the initiator of the process is the teacher, but when answering the previous question it becomes obvious that the student takes a very active position in this process, the main role is played by self-correction and correction by other students.
Thus, working with students’ mistakes is an integral component of the teacher’s activities. It must take into account such factors as the age of students and the causes of errors. Accordingly, the teacher can offer various types of tasks to prevent and correct common mistakes.
References:
- James M. Hendrickson. Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice*The Modern Language Journal 1. James M. Hendrickson. Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice.*The Modern Language Journal. Volume 62
- Меркулова С. Г. Современные подходы к исправлению ошибок в устной речи при изучения иностранного языка.// Английский язык. Приложение к газете «Первое сентября». — № 45. — 2002.
- Julian Edge, Mistakes and Corrections, Longman, 1989
Основные термины (генерируются автоматически): английский язык, иностранный язык, процесс изучения.
Ключевые слова
origin,
writing,
a foreign language,
speech,
process,
mistakes,
to teach,
correctly,
the methodology,
therefore,
methodically,
the teacher,
the student
process, mistakes, speech, writing, to teach, a foreign language, correctly, the methodology, origin, therefore, methodically, the teacher, the student
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Влияние родного языка на изучение иностранного языка
Ключевые слова: говорение, иностранный язык, процесс обучения. Изучение языков стало настолько актуальным вопросом в жизни каждого народа, что Гёте в этой связи говорил «кто не знает ни одного иностранного языка, тот не знает и своего собственного» [1, с. 45]…
иностранный язык, английский язык, изучение, всемирная сеть…
Информационно-коммуникационные технологии в процессе обучения английскому языку в неязыковых вузах.
Использование интернет-ресурсов при изучении иностранного… иностранный язык, английский язык, изучение, всемирная сеть, обучающийся, высшее…
Новые педагогические подходы к изучениям иностранного языка
Значимость изучения иностранного языка в настоящее время невозможно переоценить.
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Роль иностранного языка и способы его изучения
иностранный язык, английский язык, язык, профессиональная деятельность, знание, родной язык, успешная адаптация, знание языка
Классная деятельность играет решающую роль в процессе изучения иностранного языка и повышения мотивации учащихся к его усвоению.
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иностранный язык, английский язык, язык, профессиональная деятельность, знание, родной язык, успешная адаптация, знание языка
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Error correction is a necessary part of teaching English. Let’s face it, not every learner will produce perfect structure every time. They may get a little of course. Error correction helps put learners back on track to accurate English language production. As such, correcting errors is a valuable tool when helping learners develop their ESL skills.
But, some teachers may have only one technique in their repertoire for correcting errors in English language use – an overt method of calling out mistakes as they happen. I call it immediate-direct correction. That means teachers inject snap corrections while the student is speaking (or even writing).
If I could put it into simile, it would be like a cat pouncing on a mouse. Teachers listen intently as class members speak. Then, boom! When the learner says something that strays from conventional grammar forms … or when a student says something that strays from conventional sound production … when a class member makes inaccurate word choices – it gets corrected.
No one says error correction in an ESL lesson is bad in itself. But as teachers, we need to know that there’s more than one way to do it. We need to know that there are a few problems if immediate-direct correction is used all the time. And we’ll discuss them briefly here.
Read: Correcting Mistakes
Learners may feel intimidated using English.
When a language learner is developing their ability to use English, they might appreciate some positive reinforcement as much as corrective. If all they receive is a sudden correction, it may serve to make them jumpy when speaking. The result is it may cause them to be more hesitant when using English. That would be a step in the wrong direction.
It interrupts the flow of production.
If a learner has already formed his/her thoughts and is trying to produce them, interrupting those thoughts can be detrimental to fluency building. Students may forget what they wanted to say because they’re focusing now on perfection. The entire idea could be lost in the moment. Giving immediate correction may not always be the best method to facilitate fluency.
It can be embarrassing.
Done enough and in the presence of others, immediate-direct correction may cause class members to lose face. In a group setting, learners may simply be frightened of the continual shame of correction. And, they may take those same feelings outside the classroom.
In the end, they may have more knowledge about English, but ashamed to use it. That would be counterproductive to what we’re trying to accomplish in ESL classes.
So, what are some alternatives to immediate-direct correction?
Read: Error Correction: Examining Underlying Beliefs
Delayed Correction
Some teachers seem to enjoy correcting as if it’s absolutely part of our DNA as teachers. Frankly, in a way, that’s true. Part of teaching implies correction and is something most teachers desire to do. If they don’t desire to correct, they may feel compelled to correct. Either way, perhaps many, if not most teachers are inclined to correct erring students. However, that doesn’t always mean it has to be instant correction.
You’ve likely heard of delayed gratification? Well, this is similar, but for English language teachers (yes, my attempt at humor). But we’ll call it delayed correction. In other words, let’s wait until students finish their thoughts before offering correction. You’ll still get to scratch that teacher’s itch, but it’ll be less disruptive to learners.
Discreet (Real-Time) Correction
If you still find it hard to delay corrections, there’s another option. This technique allows you to give instant correction but with less oomph. An example of this might be simply:
Student says: Did you ate out yesterday?
Teacher writes/types: Did you [ate] out yesterday > Did you [eat] yesterday [verb tense]?
When I taught in a large international corporation, they had the technology I needed available. While my group class was engaged in discussion, I was off to the side taking notes on a keyboard. But my notes were being displayed on a large screen. All class members could see what I was typing and make the appropriate adjustments as they moved forward. My corrections took many forms. And the nice thing was I didn’t have to utter a word. Plus, teacher talk time was at a minimum.
If you don’t have access to a projector screen, you can use a whiteboard, a chalkboard, or even a large piece of paper on a wall.
The discreet (real-time) correction technique fits especially well in online classrooms. Most learning management systems have chat boxes as an essential feature. While a student is speaking, you can simply type the correction there. He/She can see it and respond appropriately – changing A to B without losing too much of a beat.
This allows students to see where they went wrong and correct. I also call this real-time correction. That’s because it happens as the student speaks. As they catch these things, it gives them a chance to correct themselves. All without our interruptions. It can also help retrain students’ minds with the accurate form.
Restated Repetition Correction
It isn’t uncommon for people conversing to repeat what the other person says. This is a form of listener feedback. It tells the other party that you’re attending to what’s being said.
We can do the same thing with English language learners. But in this case, we simply repeat the corrected version of what they’re saying. It can be considered part of listener feedback with a twist. An example of this could be:
Students says: I went to the store every day.
Teacher repeats: Ah, so you go to the store every day.
It’s important to point out that we shouldn’t (over-)emphasize our repeats. We shouldn’t accentuate the corrections. We simply inject them as might be done in a regular old conversation.
Parting Thoughts
If at the beginning of this blog, you were a teacher inclined to give immediate-direct feedback, you have options now. Hopefully, we’ve been able to clarify the potential pitfalls of continually using this form of correction.
But not only that, we’ve offered alternative ideas for error-correcting techniques. These ideas should help you and your class members maneuver through the difficulties of error correction.
A TESOL certificate from OnTESOL can teach even more than what we had here today. Contact us to discover what professional TESOL teacher training courses we offer.
Unlike ESL students, who take advantage of living in countries that English is widely used on a regular basis, people who try to learn English as a foreign language or EFL learners’ exposure to English is inevitably limited to those three to four hours a week that they spend in academic environments. Their needs are consequently a little bit different from ESL students.
Regarding the limited sources, they have access to, including teachers’ talk and textbook audios that are unnaturally slow and way too clear, EFL students, therefore, need to look for more authentic and genuine materials in order to provide themselves with a better quality of input and improve their listening and speaking skills. Some recommended sources like YouTube videos, English movies, series, and so forth consistently help them enhance their receptive skills, but when it comes to productive skills, specifically speaking, these students might have been able to improve their fluency using the suggested sources, but the importance of accuracy appears to be neglected.
So what can an EFL teacher do in order to improve the accuracy and fluency of their students?
Constructive error treatment, which is a familiar aspect of teaching for all the teachers around the world, needs to be more valued in a situation like this since it is a very crucial skill for a teacher to know when and how students’ errors should be dealt with before it is too late.
Self-correction
This is a chance you give your students to look back, analyze and think about what they have just said in order to correct their own errors and avoid repeating the same mistake again by attracting their full attention to the corrected form.
There are lots of techniques applied by teachers in order to promote self-correction in their classes, including a variety of appropriate gestures and facial expressions. To notify students of their mistakes, you can also code your gestures like pointing back and front for past and future tenses or shaping an imaginary mustache for propitious male and female pronouns usage.
Don’t forget that too much correction like this gradually makes students dependent on their constant eye contact with you and disturbs student-to-student eye contact, which is a necessary feature for a more student-centered class.
Some teachers use a colored flag and shake it to spot a mistake when students are talking. A Mr.Noman puppet also does the same thing by reacting to students’ mistakes.
If you want your students to repeat what they said in a corrected form, cup your ear with your palm, show a puzzled facial expression, or simply ask them to repeat what they said by using proper phrases.
Another thing you can do is repeating their sentences and pausing before a specific mistake.
- Student: «He opened the door and took her keys.»
- Teacher: «He opened the door and took…?»
- Student: «He opened the door and took his keys.»
If it is still hard for the student to spot the error, you can try giving options:
- Student: «He opened the door and took her keys.»
- Teacher: «He opened the door and took her or his keys?»
- Student: «He opened the door and took his keys.»
Writing assignments also give students the think-time they need to correct their own mistakes. You can highlight their mistakes and start teaching them writing correction codes like SP for spelling mistakes or WT for the wrong tense from very early levels. When they know the whereabouts and type of the error, they can correct it easily.
If an error is recurring or a specific student keeps repeating the same mistake, it is probably fossilized. Write it on a piece of paper and assign the student to correct it. Keep doing this every time you hear the same error until it disappears.
Notice that native speakers of English or any other languages don’t normally tend to correct their own mistakes, so self-correction is not considered a natural habit and leads to poorer results in exams like IELTS.
Peer-correction
If a student is not able to recognize and correct his/her mistakes, you might want to give other students the chance to correct their counterparts’ errors. It helps them with their listening skills and makes them focus and listen cautiously and aimfully. You can also reduce your talking time and increase students’ talking time and participation. It is not a very popular approach, though, since it sometimes gets very noisy when the whole class tries to correct somebody’s mistake.
In order to avoid jumping on a trembling student like a wolf pack to correct his/her mistake, ask students to make notes while they are listening and correct them later.
You can also exchange writing assignments and ask students to correct their classmates’ mistakes.
Teacher-correction
This is the most popular type of correction among both students and teachers and probably the last thing you are supposed to do as a teacher. Give students the chance to correct themselves as much as possible, get help from their classmates, and if they really can’t handle it, you are the last person who can intervene and help them correct the error.
If your task is not aimed for accuracy, in order to avoid interrupting the flow of speech, make notes while the activity is in process and you are monitoring. After the feedback on the task is aimfully provided, feedback on language can be applied by boarding the errors you made notes of, and students can correct them in pairs or groups. If you start boarding the errors before the task is done, you probably attract too much unwanted attention and cause distraction from the task, so just let them focus on the task and do it later.
There is a preference to correct pronunciation errors on the spot, but if you have made notes of some, choral and individual drilling help students recall and learn the correct pronunciation.
Are you ready to teach English abroad or online?
Eventually, the country and the culture you are teaching in and the age of students can affect the quality of your feedback on language. Although younger learners are more receptive and less embarrassed when corrected, it’s logical to conclude that overcorrection is demotivating, kills creativity, and makes students feel insecure and unsure about their abilities.
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Исправление ошибок на
уроках английского языка
Автор: Архипова Алина Викторовна
Организация: МБОУ «Средняя общеобразовательная школа №1»
Населенный пункт: Смоленская область, г. Сафоново
Помогает ли учащимся исправление ошибок улучшить точность и беглость речи на иностранном языке? Следует ли учителям исправлять каждую грамматическую ошибку? Существуют разные подходы на этот счёт. Некоторые считают, что не нужно вообще исправлять ошибки учеников, так как это подкашивает их уверенность в себе и рождает застенчивость на последующих занятиях. Ребёнок будет бояться вообще что-то сказать.
В наше время лингвисты и учёные сошлись во мнении о том, что исправление ошибок путём поддержки обучающихся очень нужно и полезно.
В этой статье мы постараемся исследовать способы исправления ошибок и посмотрим, как работают эти техник и что они дают учащимся.
Педагоги знают, что совершение ошибок – обычная часть изучения любого иностранного языка. Также они понимают, что учащиеся могут чему-то научиться от своих ошибок. Итак, какие виды исправления ошибок действительно работают на уроке?
Чтобы ответить на этот вопрос, нам нужно понять, почему учащиеся делают ошибки. Конечно, мы имеем дело с влиянием родного языка. Интерференция – его отрицательное влияние. Во-вторых, после изучения правила не всегда легко можно его применять. Можно знать правило в целом, но не уметь применить его в частности. Также учащиеся могут делать ошибки специально, осознанно, желая выразить свою мысль любым способом, пусть с ошибками, но чтобы смысл был понятным. Порой они говорят бегло, но неосознанно, невнимательно, безразлично и не хотят исправлять ситуацию.
Виды ошибок в английском языке
1) Slip («оговорка») – это маленькая ошибка, которую может исправить сам учащийся. Например, окончание –s в третьем лице единственного числа у глагола.
She speak English. – She speaks English.
2) Error («погрешность») – это ошибка, которую самому ученику исправить сложно. Но в классе могут быть другие дети, которые могут это сделать.
3) Attemp («проба») – это результат попытки учащегося сказать что-то, что находится за пределами уровня его языкового развития. Он не изучал эту тему, но хочет выразить свою мысль, используя её в любом случае.
Способы исправления ошибок на английском языке
- Explicit correction («точная коррекция») – учитель указывает, что учащийся сделал ошибку и даёт правильный вариант.
Учащийся: She speak English.
Учитель: She speaks English.
- Recast («переделка», «переработка») – учитель не говорит прямо, что обучающийся сделал ошибку, но даёт правильный вариант или просто переформулирует то, что он сказал.
Учащийся: She speak English.
Учитель: Yes, she speaks English and German.
- Clarification request («уточняющая просьба») – учитель даёт сигнал о том, что высказывание было неточным и была ошибка, чтобы сподвигнуть учащегося к самостоятельному исправлению.
Учащийся: She speak English.
Учитель: Pardon?
Учащийся: She speaks English.
- Metalinguistic clues («металингвистический ключ») – учитель не предлагает правильный ответ, но задаёт вопросы, чтобы помочь учащемуся увидеть, чтобы была сделана ошибка (даёт комментарий или информацию)
Учащийся: She speak English.
Учитель: 3rd person “–s”!
Учащийся: She speaks English.
- Elicitation («выявление») – учитель «извлекает» правильную форму у учащегося. Это может быть сделано путём паузы и позволения ученику закончить предложение, которое начал учитель или путём постановки вопроса для того, чтобы он переформулировал то, что говорил.
Учащийся: She speak English.
Учитель: Say it again, please!
Учащийся: She speaks English.
- Repetition («повторение») – учитель повторяет ошибку ученика, но изменяет интонацию, чтобы просигнализировать о том, что что-то не так.
Учащийся: She speak English.
Учитель: She speak English?
Учащийся: She speaks English.
Итак, вот такие способы исправления ошибок мы выделяем и надеемся, что техники исправления ошибок помогут Вам в преподавании языка.
Список использованной литературы:
- Edge, Julian.1 (1989) Mistakes and Correction. Harlow: Pearson.
- Edge, Julian, et. al.2 (2000) “When and how should I correct my students?”
- http://www.eltnews.com/columns/thinktank/2000/05/when_and_how_should_i_correct.html
- Accessed on 15 December 2016.
- Russell, J., Spada, N.3 (2006) The effectiveness of corrective feedback for the acquisition of L2 grammar.
- In: Norris, J., Ortega, L. Synthesizing Research on Language Teaching and Learning. Amsterdam: John
- Benjamins, 133-164.
- Tedick, Diane J.4 (1998) “Research on Error Correction and Implications for Classroom Teaching”. In: The Bridge, From Research to Practice, University of Minnesota
- http://carla.umn.edu/immersion/acie/vol1/Bridge1.3.pdf Accessed on 15 December 2016.
- Ur, P.5 (2012) «Error Correction». In: A Course in English Language Teaching, Cambridge, CUP, 88-90.
Опубликовано: 21.08.2019
Introduction
Whenever anyone learns to do something new, it is extremely rare for them to be able to perform it perfectly on their first attempt. The same must also be true with learning a new language. Children acquiring their mother tongue within the critical period will often also make errors, however, they will often naturally be corrected over time.
The Critical Period Hypothesis (CPH), was proposed by Lenneberg in 1967, which suggested the learning of a child’s first language happens naturally before the age of puberty. Although other writers disagree to an extent over where CPH is true, most people accept learning a new language after the Critical Period is over is more difficult (Newport et al 2001).
When Krashen based his “Natural Approach” (Krashen, 1983) on the CPH, he believed that errors were signs that natural development was occurring. Krashen further defined acquisition of a language, as developing language proficiency by communication, as opposed to learning which required formal teaching and error correction. Moerk, (1994) showed that even when acquiring your mother tongue correction is needed to improve. This essay will be looking into what, how and when errors should be corrected.
What should be corrected in language learning?
There is a clear need to give correction however, the impact of too much feedback can also be detrimental to student motivation (Hattie & Yates, 2013). This makes it more important to prioritise which errors to correct. When considering which errors to correct Hendrickson, (1978) suggested correction based on the student’s ability, starting with errors that affect commutation, then common errors, finally errors that will irritate. Following on from this, it is clear that you will need to correct beginners differently from advanced students. Furthermore, it is worth considering abstaining from correcting specific errors until you have introduced that area of knowledge to the students, for example, if you were correcting sentences for students trying to use the past perfect continuous when the students are still coming to grips with the simple past.
Teachers should correct mistakes based on what the students have previously learned, rather than errors they use from trying content they are as yet unready for. This is in line with Chaudron’s work (1988), which summarised students should be corrected when their error is the focus of the lesson. It is also important to correct mistakes in things previously studied, as peers hearing the mistake will question their understanding of what they’d previously learnt (Allwright,1981).
When to correct mistakes in language learning?
I will concentrate on when, to correct errors and mistakes occurring in oral speech, as written mistakes are not as time-sensitive and will be visible for much longer. The time at which you correct may depend on several factors such as what you are teaching. For example, if you happen to be teaching new vocabulary words and a student mispronounced one. You will likely correct the mistake right away, whereas if you were teaching reading fluency and a student mispronounced a word, you would probably wait until the end of the reading to correct it.
Other factors which will determine when teachers choose to correct mistakes are student confidence and class flow. Teachers should be careful not to interrupt the flow of class with excessive feedback. For example, you could share feedback with a single student after the next task has started, this will also help to reduce embarrassment. I should also mention the possibility that if errors are left uncorrected, the students will develop a habit of repeating the same mistakes. This is known as the error becoming fossilised, which will be more difficult to correct, at a later date.
How should teachers correct mistakes?
There are many ways to correct mistakes that occur in oral speech. A teacher will often use many different ways in a single lesson. I will list a few that are commonly used.
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Echoing, or repeating the mistake, can be used with a questioning tone. This will give the student a chance for self-correction. Echoing is often useful if you believe the mistake was a slip. Common slips like she/he or third person can be brought to students’ attention by this method.
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Gestures indicating an incorrect tense, for example, behind could mean you were expecting the past tense. Even raising your eyebrows could be a clue that something isn’t correct.
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Another example I remember reading about a teacher who stuck a big “S” on a wall and pointing to it every time students forgot to use the third person. Later the «S» was removed, but they would still point to the wall. Teachers can agree on gestures with the class previously.
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Repeating the sentence up until the mistake will give the student a chance to understand where in their sentence the mistake had occurred. This would again give them the opportunity to self-correct.
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Using fingers again while repeating the sentence to show where a word was missing. Can be used when students miss words like “a” or “the”.
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Recasting, I am not a fan of this one, as it gives students the correct answer and doesn’t give them a lot of chances to reflect on the mistake. I can see this being used for words that have been mispronounced as they should hear a good model rather than continuing to guess as to what the correct pronunciation is.
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Contrast the correct and the incorrect forms, for example, “I’m loving it” or “I love it” which do you think is correct? Let’s discuss. (sorry McDonalds).
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Peer-correction, if the student is unable to self-correct, maybe a peer can help correct it. This can be done by asking another student to help. This may also be achieved by allowing peers to give suggestions and let the student chose which is the correct answer.
Correcting written errors
Similarly, to correcting oral mistakes too much correction can be disheartening for students. Many teachers will use a correcting rubric this can be shared with students so that they try to correct their mistakes. Examples of such a rubric may be using “sp.” to indicate a spelling mistake. It is advantageous for students to have a chance to try to self-correct their mistakes before the teacher looks again to share the correct answers.
Tasks where students share and critique with their classmates’ work is also useful to help students become aware of their mistakes. It’s also useful to help them become more aware of different writing styles and gain ideas for their works. When giving feedback on written work it is important to understand feedback received is not the same as feedback understood. The most effective feedback is that which includes what the next step is (Hattie, 2013).
Conclusion
A lot of research has gone into what, how and when to correct, however the final decision usually lies with the teacher. Although most researchers agree that students need feedback and correction, the methods are left down to the teacher. Teachers should consider carefully when giving feedback as not to upset the flow of the class. Teachers must also be careful not to try to correct every error as too much correction can demotivate students. Teachers have many different kinds of ways to give feedback and corrections and teachers should not be afraid to use other students to suggest corrections.
by Vojtech Fiser
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