Error correction is an important element of the teaching/learning process;
therefore it ... teacher can make sure that correction is done sensitively and fairly;.
ERROR CORRECTION Error correction is an important element of the teaching/learning process; therefore it should be treated positively. There are several possibilities to correct errors. These should include teacher correction, selfcorrection, and student-to-student correction. I. Teacher correction The advantages of teacher correction are: - correction will, or should be, quicker, more efficient, and ‘accurate’; - boosts student confidence – ‘It is the teacher’s job’, ‘The teacher is always right!’; - teacher can make sure that correction is done sensitively and fairly; - teacher can use proper and varied techniques of correction. The disadvantages of teacher correction include: - it fails to encourage learner-independence; - it may be intimidating for students to have ‘the teacher’ correcting their mistakes; - students may feel embarrassed, however sensitive the teacher may be; - too much teacher correction may be demoralising for students; - other students might feel ‘left out’ of the lesson while a mistake is being corrected. II. Self-correction This technique has some important advantages, such as: - students are involved in the process – this renews confidence if they can correct themselves; - self-corrected mistakes are more memorable and less likely to occur; - it encourages learner independence; - it gives the teacher feedback on the student’s knowledge, ability and awareness. Among the disadvantages of self-correction, the following may be mentioned: - students may not be able to self-correct and consequently become demotivated; - students may feel under pressure or embarrassed; - students may correct was already correct and do more harm than good; - it is potentially more time consuming. III. Student-to-student correction The advantages of this type of correction are: - some students might find it easier being corrected by a peer; - it involves other students, which may give them self-confidence; - it encourages other students to stay involved in the lesson; - it encourages an atmosphere of cooperation; - it helps the teacher ‘assess’ awareness of other students. The disadvantages of student-to-student correction: - the student doing the correction may get it wrong; - it can be slower and less effective (if student does not have correction skills); - the student being corrected may not understand the other student (pronunciation); - the student being corrected may not know if the correction is accurate; - some students may feel it is the job of the teacher to correct. Correction time - immediately (pronunciation, target language, mistakes impeding understanding, etc. – the focus is mainly on accuracy) - delayed correction (in speaking activities when interruption would disturb fluency) – after a few minutes, at the end of an activity, later in the lesson, at the end of the lesson. - never
Possible Techniques for Correction In order to encourage student self-correction or student-student-student correction you may want to take the following steps: a. Indicate that an error has been made. You may also indicate what kind of error it is, where in a sentence the error is, etc. b. Invite correction or help the student towards a correction. 1. Drilling
- Choral - Individual - T – S / S – S; 2. Finger correction (hold on to the ‘error’ finger, e.g. the third word); 3. Back chaining (student-student correction technique: If student A makes an error, elicit a correction from student B. if she also failed to give it right, then get another student to help her. The chain idea is that C corrects B, and only when B has got the idea does B then correct A’s error. A then gives the correct answer back to you); 4. Use of board to identify error (e.g. phonetic symbols); 5. Use of realia, visual aids to clarify meaning; 6. Use of - gestures (hand outstretched to ‘hold’ the sentence – you won’t let the class move on until they deal with the sentence you are ‘holding’) - facial expressions (surprise, frown, raised eyebrows, interest, etc.) - voice (echo sentence with changed intonation or stress: e.g. ‘You go to a disco yesterday?; ‘He wanted to eat a kitchen?’) 7. Use of correction cards for monitoring free speaking activities. 8. Use of questions (e.g. ‘Was this last week?’ or ‘Tense?’); 9. Repeat sentence up to error; 10. Draw a timeline on the board. (adapted from Scrivener 2002: 300-301) Most common types of errors: a) Grammar/Structure: a. Tense b. Word order c. Omission d. Articles e. Agreement Alice like this school. b) Phonology a. Pronunciation: I eat shocolate every day. b. Intonation c. Word stress d. Sentence stress e. Syllable omission c) Concept/Meaning a. Incorrect use of word – collocation: After three years they made a divorce. b. Incorrect use of structure c. Incorrect use of function
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OBSERVATION SHEET - ERROR CORRECTION Teacher
Date
1. Note the types of mistakes - e.g. pronunciation, grammar, vocabulary and also the students nationality. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2. How was the correction achieved? - e.g. Student guided to self-correction, student to student correction or teacher to student correction. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3. Note when the teacher corrected e.g. on the spot or delayed, etc. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 4. Did the teacher anticipate any mistakes? e.g. pronunciation or grammar...? *When watching your peers, make sure you see their lessons plans. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 5. Did the teacher hear mistakes? ________________________________________________________________________________ 6. Did the teacher correct too much or too little? ________________________________________________________________________________ 7. Was the teacher right in their correction? ________________________________________________________________________________ 8. Did the teacher jot down mistakes? ________________________________________________________________________________ 9. Comment on the overall success of the correction taking place. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
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OBSERVATION SHEET - CORRECTION Mentor/ Teacher Trainee: __________________________________________________________ Class: ________________________ No. of Sts. ____________
Date: ____________________
Type of lesson: __________________________________________________________________ Type of error – e.g.:
Did teacher identify error? or
Technique used for Correction / Suggested Technique
1 2. 3. 4. 5. 6. 7. 8. 9. 10.
How would you assess the following? WEAK 1 2
OK 3
GOOD 4 5
1
Teachers awareness of errors
2
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
5
Teacher's sensitivity to students e.g. over correcting Teacher's indicating of type of error, place in sentence Teacher correction at appropriate stage of lesson Teacher's repetition of model: too often
1
2
3
4
5
6
Teacher's encouragement of self-correction
1
2
3
4
5
7
Teacher's guidance of other students to help in correction Teacher's acceptance of peer correction
1
2
3
4
5
1
2
3
4
5
Teacher ensuring repetition of correction form Teacher's encouragement of students
1
2
3
4
5
1
2
3
4
5
3 4
8 9 10 52
ERROR MANAGEMENT OBSERVATION SHEET Teacher: ________________________________ Class: ___________________________ Date: __________________ Observer: _______________________________ Focus: e.g. whole class, one student______________________________________________
Nos
Error Write exact words
Type of error G, P, V, A
Teacher deals with
Stage/ Time in lesson
Accuracy or fluency stage (A) (F)
How did teacher correct?
Who corrected?
T
P
How did peer correct?
Correct form said by student
Student feelings? Evidence?
S
1
2
3
4
5
6
7
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Nos
Error Write exact words
Type of error G, P, V, A
Teacher deals with
Stage/ Time in lesson
8
9
10
11
12
13
14
G (grammar) P (phonology) V (vocabulary) A (appropriacy)
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T (teacher) P (peer) S (student)
Accuracy or fluency stage (A) (F)
How did teacher correct?
Who corrected?
T
P
S
How did peer correct?
Correct form said by student
Student feelings? Evidence?
