JÚLIO CÉSAR FAGUNDES CELTA administrator CELTA, FTBE, TKT and CAE Certified DISAL 2011
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JÚLIO CÉSAR FAGUNDES CELTA administrator CELTA, FTBE, TKT and CAE Certified DISAL 2011. ERROR CORRECTION. Time to remember. Have you ever had to correct a student? What happened? How did you feel? What did you expect from the student? - PowerPoint PPT Presentation
Transcript of JÚLIO CÉSAR FAGUNDES CELTA administrator CELTA, FTBE, TKT and CAE Certified DISAL 2011
•Have you ever had to correct a student? What happened? How did you feel? What did you expect from the student?
•Do you remember when you were corrected as a student? How did it feel? What did you expect from the teacher?
To correct or not to correct?
Error CorrectionError Correction
Is it part of the teacher’s job to make sure that everything said in class is correct all the time?
Error Correction
If there´s one, what is the type of mistake teachers should always tackle in classroom?
Error CorrectionError Correction
What’s the teacher’s role in this process then?
Error CorrectionError Correction
Mistakes of meaning:
1-Correct grammar but the meaning is not the desired ( How long are you here for? X How long have you been here?)
2-Correct grammar but out of politeness conventions (Give me beer)
What is more important then?( )Correct mistakes which affect meaning?
( )correct mistakes related to form?
Conclusion: - We shouldn´t rush into correction before we know what the student wants to mean.- We ought to think about politeness as well as correctness.
Mistakes are caused by:
L1 influence and Overgeneralization
L1 influenceL1 influenceI have 17 years old.
Has many peoples in my building.
Pet-shop
OvergeneralizationOvergeneralizationCertificate/səˈtɪf.ɪ.kət/
I goed to school in the morning If I was her, I would buy a car.Sit on the sofa; sit on the armchairAt home, at house, etc
•Slip
•Error
•Attempt
SlipSlipMistakes can happen because
the students are:TiredIn a hurryThinking about something else
These mistakes are commonly made by native speakers
ErrorErrorThe student thinks he knows the rule, but in fact he
doesn’t know quite enough (overgeneralization).
AttemptAttemptThe student tries to say something which is beyond
his/her level. It is a VERY CREATIVE AND BRAVE use of language!!!
It is the best the student can offer in order to communicate in L2!
True or false:( ) My students make a lot of mistakes when they speak.
( ) I always correct mistakes as soon as they are made.
( ) My students don´t like to make mistakes.
Life is about new perspectives!Life is about new perspectives!My students make a lot of
LEARNING STEPS when they speak.
I always correct LEARNING STEPS as soon as they are made.
My students don´t like to make LEARNING STEPS.
Error CorrectionError CorrectionTry as much as possible to correct students as follows:
Self – peer - teacher
What is correction?What is correction?Think of correction as a way of giving information, or
feedback, to your students, just when it will support their learning.
Imagine this situation in a classroom:Imagine this situation in a classroom:Situation 1Teacher: Why are you so late?Student: I’m sorry, my mother is take to hospital.Teacher: No, not “is take”, she “has been taken” to
hospital! Repeat: She has....Situation 2Teacher: Why are you so late?Student: I’m sorry, my mother is take to hospital.Teacher: I´m sorry to hear that!
Cutting edge techniques to correct Cutting edge techniques to correct pronunciationpronunciation
What happened in the video?Did the teacher use any technique to help the student?Did he respond according to what she expected?What was her reaction then?Do you think teaching sound before the written form can
help students? Why?
Would you have done anything differently if you were in her shoes?
Correction techniques HO1Correction techniques HO1Finger correctionPromptPeer checkingCCQGestureUse of phonetic table
Finger correctionFinger correctionI go to the work at 8:00.
My (does)wife not study English .
CCQCCQYou formulate questions that lead the
student to the core of his mistake.E.g..: I will travel to Santos Tomorrow.CCQ1: Did you decide to travel now?CCQ2: Is it an intention or an
arrangement (an organised plan)?CCQ3: Is it ok to use will for organised
plans?CCQ4: What can you say instead of will?
Phonetic ChartPhonetic ChartVery effective for pronunciation correction.Eg.:
Certificate /kət/Course /ɔːs/
Lesson plan stages and correction Lesson plan stages and correction techniquestechniques
Lesson stagesLesson stagesPresentation (target language)
Practice (semi and controlled)
Production (freer practice)
Student makes target language mistake during the presentation stage:
Gently try to prompt her towards the answer and/or encourage peers to help. Only if you have to; give the answer.
Student makes a non-target language mistake during the presentation stage:
These can usually be ignored, but it is part of what you are eliciting to put on the board you need the student or her peers to correct it first.
Student makes a target language mistake during controlled practice stage:
Gently try to prompt her towards the answer and/or encourage peers to help. Only if you have to; give the answer.
Student makes a non-target language mistake during the presentation stage:
These can usually be ignored. However, if it makes it very difficult to understand the message or it could make the speaker sound ridiculous it
should dealt with.
Student makes a target language mistake during freer practice stage:
The student should either quickly be made aware of it and be encouraged to self-correct or you should make a note of it and deal with it at the first convenient pause in the activity or afterwards.
Student makes a non-target language mistake during freer practice stage:
If you think your student is at a stage in her learning where she can grasp the language point and it is “useful” language, make a note of it and later put it on the board or OHP transparency for the students to correct. If they can`t, you should prompt them towards
the right form.
