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Correcting Learners Mistakes - Coggle Diagram
Correcting Learners Mistakes
Types of Mistakes
Lexical (vocabulary)
Phonological (pronunciation)
Syntactic and grammatical
Interpretive (meaning)
Pragmatic (communicative effect)
Deciding what to correct
On-target errors
related to TL
should be corrected as much as possible
Off-target errors high frequency
occurs too frequently to ignore
language that student should already know at this point
T should use judgement, should not interfere with lesson objectives
Off-target errors low frequency
least important errors to correct
When to correct
immediate correction
focus on accuracy
intent and context is still fresh on learner's mind
correction is more memorable
can distract from lesson
controlled practice activities focus on accuracy
delayed correction
prevents distraction from lesson
learner might not remember error
focus on fluency
freer practice activities focus on fluency (speaking)
Who should correct errors?
self-correction
corrects mistakes independently or with prompts
more memorable and impactful
Student produces correct language independently
time-consuming
peer correction
fellow classmate corrects mistakes
efficient
additional language practice
peers may have insight that teacher misses
Peers may be incorrect
teacher correction
Most accurate form of correction
Faster
Can be disruptive to tasks
Takes learning opportunities away from students
Correction Techniques
Verbal
Ask for repetition (prompt S to self-correct)
Repeat error with questioning tone
Verbal prompt
Repeat question to allow second attempt
Reformulation
Guide through concept questions
Non-verbal
Finger technique - use finger to indicate errors
Hand gestures
Mouth gestures (pronunciation)
Facial expressions
More on Error Correction
http://iteslj.org/Techniques/Williams-Feedback.html
https://ontesol.com/blog/how-to-teach-english/error-correction-in-esl/prescriptive-vs-descriptive-language-teaching/
https://www.teachingenglish.org.uk/article/error-correction