Error Correction

CORRECTION

• To help teachers to construct their own rationale for error correction
• To give practical suggestions for responding to students’ errors
• To encourage teachers to use error correction strategies in the classroom

PWAT:

• To distinguish between different types of errors
• To use error correction strategues in their teaching

• Global error
• Local error (a mistake)
• A slip

Global errors -hinder communication; they prevent from comprehending some aspect of the message.

Local errors - affect a single element of a sentence, do not prevent a message from being heard; context provides keys to meaning.

A Slip - a small mistake made by being careless or not paying attention.

• Global errors -hinder communication; they prevent from comprehending some aspect of the message. Local errors - affect a single element of a sentence, do not prevent a message from being heard; context provides keys to meaning. A Slip - a small mistake made by being careless or not paying attention.

HOW DO WE DEAL WITH STUDENTS’ ERRORS?

• WHAT should we correct?
• WHEN should we correct?
• HOW should we correct?

• GLOBAL ERRORS need to be corrected in some way since the message may otherwise remain unclear.
• LOCAL ERRORS (mistakes) need not to be corrected since the message is clear and correction might interrupt the learner in the flow of productive communication.
• A SLIP is what a learner can self correct and needs not to be corrected.

Determine the objective of an activity.

If the objective is to develop accuracy, correction is necessary.

If the objective is to develop fluency, correction may not be necessary or desirable.

• Immediately?
• After a phrase? A sentence?
• At the end of the “idea block”?
• At the end of the lesson?
• Every 5-7 minutes?
• After the activity?

Determine the objective of an activity.

Not all errors should be corrected, and those that are corrected should usually not be “treated” immediately.

The teacher can provide feedback after activity.

ERROR

CORRECTION

STRATEGUES FOR

THE CLASSROOM.

Self-Correction with Teacher Helping:

• Pinpointing
• Cuing
• Providing your own answer
• Repetition of an answer, with correction
• Rephrasing a question

Peer-Correction:

• Student monitors
• Group monitoring with checklist

Teacher Correction:

• Direct correction of errors
• Indirect correction

We have to be sure that

we are using correction

POSITIVELY

to support learning.

THANK

YOU!