Исправление ошибок учащихся (Error Correction)

Error Correction

I believe that the teacher should correct Ss when the communication task is at risk and leads to some misunderstanding. In addition to that, if Ss are unable to correct themselves, we as teachers can provide the correct form focusing on the particular form not each and every form! Also, it depends on the aim of the task, if the focus is on accuracy, so we have to correct but unobtrusively, if the focus is on fluency, we can correct only if the mistakes/errors hamper the understanding or flow of the lesson. But anyway, I record mistakes (in writing) and wait until the activity has finished.

Having experienced the rough teacher’s intervention during the correction process, I try to avoid direct or straightforward corrections. What I really like to do is to create the safe and friendly atmosphere in the classroom, so Ss are not afraid to speak and act cooperatively. I may start with the Clarification request, and then re-cast or re-formulate what’s been said if that’s the case. I don’t make a big issue of the mistakes/slips/or errors because making mistakes is quite natural while learning anything. But we have to make it clear that we learn from mistakes. Also, I keep in mind Ss’ age and their level of proficiency, for example, I may deploy Elicitation or Metalinguistic clues when teaching younger learners. By doing this, I help notice the form and raise their form-awareness. Repetition or Explicit corrections don’t work for my advanced students because they are aware how to do peer-correction or self-correction (or self-repair). Also rubric and checklist always come in handy.

Glossary:

Repetition

The teacher repeats the student’s mistake but changes the intonation to signal that something was wrong.

S: He speak Chinese.

T: He speak Chinese?

S: He speaks Chinese.

Metalinguistic Clues

S: He speak Chinese

T: 3^rd person singular

Clarification Request

The teacher signals that the message was not clear and that there was a mistake to encourage the student to self-correct

Explicit correction

The teacher indicates that a student made a mistake and offers the correct answer.

Elicitation

The teacher elicits the correct form from the students.

S: He speak Chinese.

T: Say it again, please.

S: He speaks Chinese.

Recast

The teacher reformulates what the student said in the wrong way

S: He speak Chinese

T: Yes, he speaks Chinese.