Correcting in class- Step 2
Discuss your trainees’ answers in plenary. Some possible responses:
Teachers should interrupt learners when they make a mistake or error when…
They want learners to be accurate, for example when presenting a newstructure and learners are practicing it for the first time.
The main aim of a group task is practicing something and learners areconstantly wrong. For example; if you are practicing past tense questions and amajority of learners in a group is consistently making the same error,
Did hecomes** on Saturday?
, you might stop the group work and remind the wholeclass of the correct form.
Teachers can give delayed feedback in the following situation…
If learners are in the middle of an activity (e.g. role-play or a groupdiscussion); you can make a note of errors and wait until the activity is finishedto correct them (here, fluency and effective communication are aims).
Some errors or mistakes should remain uncorrected by the teacher, for example…
In the middle of a role-play or group work.
If a shy or not very strong learner is daring to communicate.
If a learner is trying to express a complex idea.
If a learner is trying to express something of personal significance or emotionalcontent: the message is more important than correct English.
Teachers can correct learners in different ways according to the type of tasks whichthey do, for example…
During fluency activities, errors aren’t ignored totally: you can monitor agroup or pair work activity, making a note of common errors to return to.
If the aim is accuracy, a teacher might correct more frequently.
Teachers can vary their error correction strategies according to learners’ personalities,by…
Correcting shy learners less, and encouraging them to communicate.
Correcting stronger Ls more, so they are challenged.
Teachers can help learners to self-correct or to correct each other’s spoken errors by…