ERROR CORRECTION I. Teacher correction II. Self-correction III. Student-to-student correction Correction time

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1 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

2 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: ) 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 50

3 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. 51

4 OBSERVATION SHEET - CORRECTION Mentor/ Teacher Trainee: Class: No. of Sts. Date: Type of lesson: 1 Type of error e.g.: Did teacher identify error? or Technique used for Correction / Suggested Technique How would you assess the following? WEAK OK GOOD 1 Teachers awareness of errors Teacher's sensitivity to students e.g. over correcting 3 Teacher's indicating of type of error, place in sentence 4 Teacher correction at appropriate stage of lesson 5 Teacher's repetition of model: too often Teacher's encouragement of self-correction Teacher's guidance of other students to help in correction 8 Teacher's acceptance of peer correction Teacher ensuring repetition of correction form 10 Teacher's encouragement of students

5 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) Who corrected? T P S How did teacher How did peer Correct form said by student Student feelings? Evidence?

6 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) Who corrected? T P S How did teacher How did peer Correct form said by student Student feelings? Evidence? G (grammar) T (teacher) P (phonology) P (peer) V (vocabulary) S (student) A (appropriacy) 54