Error correction new teachers training}
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Transcript of Error correction new teachers training}
Error correction techniques during accuracy and fluency work
Error correctionWhat are errors?
“Errors are part of interlanguage that is the version of the language which a learner has at any one stage of development, and which is continually reshaped as he or she aims to full mastery.” (Harmer: 100)
Types of errors
Type of errorType of error ExampleExample
Lexical errorsLexical errors I I remembered a lot of remembered a lot of thinks.thinks.
Grammar errorsGrammar errors We We speakedspeaked……
Discourse errorsDiscourse errors At lastAt last when I went to when I went to bed it was four o’clockbed it was four o’clock
Pronunciation errorsPronunciation errors
Causes of errors
CauseCause ExampleExample
L1interferenceL1interference I bought my books at the I bought my books at the library.library.
OvergeneralizationOvergeneralization He can He can singssings very well. very well.
Ignorance of rule Ignorance of rule restrictionrestriction
I made him I made him toto do his do his homeworkhomework
Incomplete application Incomplete application of rulesof rules
Can you tell me Can you tell me what what are weare we going to do? going to do?
Feedback during accuracy work
He has a long hair.
Teacher’s answer Advantage DisadvantageNo -------- No clue for self
correctionHe has long hair Strict correction Form no meaning
No article Prompt self-correction Requires metalanguage
No. Anyone? Peer correction? T risks humiliating the Student
He has…? Clue for self correctionHe has a long hair? (Echoing). Self- correction S responds : “Yes, he
has a long hair”Sorry. He what? (Clarification request) real
conversation.“acting a bit thick”
Oh, he has a long hair, has he?
(Reformulation) self correction. Ss may not recognise the intention
Good Acknowledge Ss’ contribution?? Initiate the process of fossilisation.
Teacher says nothing.Deal with errors later.
T doesn’t interrupt the flow of talk. Out of real operating conditions.
Feedback during fluency work
Gentle correction.-“if communication breaks downs completely during a fluency activity, we may well have to intervene. If our students cannot think of what to say, we may want to prompt them forwards…gentle correction can be offered in a number of ways. We might simply reformulate what the student has just said in the expectation that they will pick up our reformulation.” (Harmer: 108)
Student: I am not agree with you… Teacher: I don’t agree… Student: I don’t agree with you because I think…
Grammar Words and phrases
Pronunciation Appropriacy
Recording mistakes “One of the problems of giving feedback after the
event is that is easy to forget what students have said. Most teachers, therefore, write down points they want to refer later, and some like to use charts of other forms of categorisation to help them to do this, as in the following example:
After the eventWhen we have recorded student performance we will want to give feedback to the class. We can do this in a number of ways. We might want to give an assessment of an activity, saying how well we thought the students did in it, getting students to tell us what they found easiest or most difficult. We can put some of the mistakes we have recorded up on the board and ask students firstly if they can recognise the problem, and then whether they can put it right” (Harmer: 109)