Tips and Techniques

Types of errors

Slips – Wrong language caused by

tiredness, nerves, lack of concentration.

All native speakers make slips.

Example – “I didn’t do nothing. I mean

anything.”

Mistakes

L2 speakers use incorrect grammar,

vocabulary and pronunciation.

They might be able to correct “wrong”

language themselves

If they can, the mistake is not serious

Errors

Sometimes students cannot correct

“wrong” language.

They may not know the correct form.

They may have learned an incorrect

form

What do we correct?

If we correct every incorrect utterance,

how will the learner feel?

Discouraged, grateful, confused,

nervous….

Correction Rule 1

If the incorrect language results in

communication breakdown, we should

try to correct it.

Correction Rule 2

If a student makes a mistake with the

target language in a controlled practice /

accuracy task, we should correct it.

Correction Rule 3

If a student makes a mistake during a

freer practice / fluency task, we may

choose not to correct it or we may note

down error and correct it later

Correction Steps

1. See if the student can correct their

own mistake

2. See if another student can correct the

mistake

3. Correct the mistake

Correction Strategies

Example mistake:

“Yesterday, I visit my mother.”

Gestures / Facial

expressions Open hand, rotation wrist, palm down

A wave of the finger

A shake of the head

A frown

A backwards thumb gesture to remind

student to use past form

Direct Correction

Echoing – repeat what student said but

stress incorrect word “Yesterday, I VISIT

my mother.”

Bleeping – “Yesterday, I ____ my

mother.”

Reformulation – “Yesterday, I visited my

mother.”

Summary

Mistakes are natural and are signs that

learning is taking place.

Encourage self and peer correction

before teacher correction

Use a variety of techniques

Make sure students understand why the

mistake was made

Get students to produce correct form