You are on page 1of 6

Error Correction Error Correction

1) 1) Mistakes are a natural part of the learning process. Mistakes are a natural part of the learning process.
2) 2) Constant teacher correction reduces learner participation. Constant teacher correction reduces learner participation.
3) 3) Mistakes should be corrected after the learner finishes speaking (rather than interrupting the Mistakes should be corrected after the learner finishes speaking (rather than interrupting the
student). student).
4) 4) Not ever !istake needs to be corrected" it depends on the purpose of the activit# Not ever !istake needs to be corrected" it depends on the purpose of the activit#
1. 1. $f the purpose of the activit is to develop fluenc% then teacher should correct !istakes $f the purpose of the activit is to develop fluenc% then teacher should correct !istakes
that interfere &ith !eaning. that interfere &ith !eaning.
2. 2. $f the purpose of the activit is accurac% then the teacher should correct !istakes that $f the purpose of the activit is accurac% then the teacher should correct !istakes that
interfere &ith accurate production of the target. interfere &ith accurate production of the target.
') ') (eachers should give learners the opportunit to correct the!selves if possible. (eachers should give learners the opportunit to correct the!selves if possible.
)) )) *nalsis of student !istakes can help teachers identif co!!on proble!s. *nalsis of student !istakes can help teachers identif co!!on proble!s.
self+correction,auto+correction% peer correction% fluenc% accurac self+correction,auto+correction% peer correction% fluenc% accurac
Learners will: Learners will:
1) 1) Create a role+pla that de!onstrates appropriate or inappropriate error correction. Create a role+pla that de!onstrates appropriate or inappropriate error correction.
2) 2) -escribe the conte.t in &hich an error occurred and &rite a dialog that appropriatel responds -escribe the conte.t in &hich an error occurred and &rite a dialog that appropriatel responds
to the error. to the error.
1) 1) Class -iscussion# /hat kinds of errors do learners !ake0 /h do the !ake errors0 Class -iscussion# /hat kinds of errors do learners !ake0 /h do the !ake errors0
2) 2) 1air+share# analsis of approaches to error correction# 1air+share# analsis of approaches to error correction#
/hat can a teacher do &hen a learner !akes a !istake0 /hat can a teacher do &hen a learner !akes a !istake0
1. 1. -o nothing. -o nothing.
2. 2. $!!ediatel correct the !istake herself. $!!ediatel correct the !istake herself.
3. 3. $ndicate there is a !istake% but don2t tell the learner &hat or &here. $ndicate there is a !istake% but don2t tell the learner &hat or &here.
4. 4. *sk another learner to help the learner correct her !istake. *sk another learner to help the learner correct her !istake.
'. '. /ait until the student finishes speaking% help the learner find the !istake and ask the /ait until the student finishes speaking% help the learner find the !istake and ask the
learner to correct herself. learner to correct herself.
3) 3) (eacher presentation on error correction. (eacher presentation on error correction.
4) 4) 1airs look at the list fro! activit 32 and evaluate the different approaches according to &hat 1airs look at the list fro! activit 32 and evaluate the different approaches according to &hat
the learned fro! the presentation. the learned fro! the presentation.
') ') Mi.ed infor!ation galler of !istakes# /hat is the !istake0 $s the activit focused on accurac Mi.ed infor!ation galler of !istakes# /hat is the !istake0 $s the activit focused on accurac
or fluenc0 /ould ou correct the !istake0 /h or &h not0 or fluenc0 /ould ou correct the !istake0 /h or &h not0
6) $ndividuals% pairs and groups report their ans&ers (31 4 sentences 3 and 4 are incorrect% $ndividuals% pairs and groups report their ans&ers (31 4 sentences 3 and 4 are incorrect%
accurac% !istake should be corrected" 32 4 grass% s&i!s and bro&n are !isspelled% accurac% accurac% !istake should be corrected" 32 4 grass% s&i!s and bro&n are !isspelled% accurac%
!istake should be corrected" 33 4 learner should have used !istake should be corrected" 33 4 learner should have used eat eat% not % not ate ate% accurac% teacher % accurac% teacher
!a correct the error" 34 4 learners should have said !a correct the error" 34 4 learners should have said I dont agree I dont agree% fluenc% !istake should % fluenc% !istake should
not be correct" 3' 4 learner !ade several !istakes in spelling and gra!!ar% fluenc% teacher not be correct" 3' 4 learner !ade several !istakes in spelling and gra!!ar% fluenc% teacher
!a or !a not ask learner to correct !istakes" 3) 4 learner !ispronounced , !a or !a not ask learner to correct !istakes" 3) 4 learner !ispronounced ,5, and ,6,% 5, and ,6,%
accurac% teacher can correct the !istake b asking the &hole class to pronounce the sounds accurac% teacher can correct the !istake b asking the &hole class to pronounce the sounds
again). again).
7) 7) 8earners &ork s!all groups to prepare a role pla of in,appropriate error correction. 8earners &ork s!all groups to prepare a role pla of in,appropriate error correction.
9) 9) /rite error correction dialogs (ho!e&ork assign!ent). /rite error correction dialogs (ho!e&ork assign!ent).
1) /h tpes of errors do learners !ake0 /h do the !ake errors0 /h tpes of errors do learners !ake0 /h do the !ake errors0
2) 2) /hat is the effect of correcting ever error0 :f not correcting an errors0 /hat is the effect of correcting ever error0 :f not correcting an errors0
Outline of Error Correction Outline of Error Correction
$nfor!ation galler of error correction case studies $nfor!ation galler of error correction case studies
*N;E<% /illia!. 2===. Errors and Corrective >eedback# ?pdated Classroo! 1ractice. *N;E<% /illia!. 2===. Errors and Corrective >eedback# ?pdated Classroo! 1ractice. English English
Teaching Forum Teaching Forum 39#4 (:ctober @ -ece!ber)%pp. 2= 39#4 (:ctober @ -ece!ber)%pp. 2=
( (http#,,e.changes.state.gov,foru!,vols,vol39,no4,p2=.ht! http#,,e.changes.state.gov,foru!,vols,vol39,no4,p2=.ht!). ).
8ENA:% NB*;*8*. 1CC'. /hat $s an Error0 8ENA:% NB*;*8*. 1CC'. /hat $s an Error0 English Teaching Forum English Teaching Forum (Dul+Bepte!ber) pp. (Dul+Bepte!ber) pp.
2=+24 ( 2=+24 (http#,,e.changes.state.gov,foru!,vols,vol33,no3,p2=.ht! http#,,e.changes.state.gov,foru!,vols,vol33,no3,p2=.ht!). ).
Introduction to Teaching Methodology Error Correction, Page 1
(eaching (ip 11# Error Correction% (eaching (ip 11# Error Correction% http#,,&&&.tefl.net,teacher+training,teaching+tipE11.ht! http#,,&&&.tefl.net,teacher+training,teaching+tipE11.ht!
Error Correction in /riting% Error Correction in /riting% http#,,athena.english.vt.edu,Fo&l,&cip,esl+tutoring.ht!3) http#,,athena.english.vt.edu,Fo&l,&cip,esl+tutoring.ht!3)
:utline of Error Correction :utline of Error Correction
$. $. Why do learners make errors? Why do learners make errors?
*. *. Errors are a nor!al and natural part of the learning process @ the sho& that students are Errors are a nor!al and natural part of the learning process @ the sho& that students are
learning. learning.
G. G. (he don2t kno& enough to co!plete the task or the task is too difficult. (he don2t kno& enough to co!plete the task or the task is too difficult.
C. C. (he learners didn2t have enough ti!e to prepare. (he learners didn2t have enough ti!e to prepare.
-. -. (he instructions for the task &ere not clear. (he instructions for the task &ere not clear.
E. 8earners are focusing !ore on 8earners are focusing !ore on what what the sa instead of the sa instead of how how the sa it. the sa it.
>. >. $nterference fro! learners2 81. $nterference fro! learners2 81.
A. A. 8earners have not et !astered the structure% sound or skill. 8earners have not et !astered the structure% sound or skill.
$$. $$. When should errors be corrected? When should errors be corrected?
A. Correcting Correcting every every error error immediately immediately can interrupt class activities% e!barrass learners and can interrupt class activities% e!barrass learners and
reduce participation in class. reduce participation in class.
G. G. (eachers should not correct errors until the learner has finished speaking. (eachers should not correct errors until the learner has finished speaking.
C. C. (eachers should consider different factors &hen deciding to correct an error or not. (eachers should consider different factors &hen deciding to correct an error or not.
1. 1. $s the purpose of the activit accurac (correctness) or fluenc (co!!unication)0 $s the purpose of the activit accurac (correctness) or fluenc (co!!unication)0
a. a. (he purpose of fluenc activities is for learners to co!!unicate their ideas and (he purpose of fluenc activities is for learners to co!!unicate their ideas and
feelings. feelings.
b. b. -ebates% discussions% &riting in Hournals% etc. are fluenc oriented activities. -ebates% discussions% &riting in Hournals% etc. are fluenc oriented activities.
2. 2. E.a!ples of activities that focus on accurac are dictation% gra!!ar and pronunciation E.a!ples of activities that focus on accurac are dictation% gra!!ar and pronunciation
practice. practice.
c. c. $n accurac focused activities it is i!portant for learners to correctl produce the $n accurac focused activities it is i!portant for learners to correctl produce the
target. target.
3. 3. /hat tpe of error did the learner !ake0 (a slip of the tongue% a freIuent !istake) /hat tpe of error did the learner !ake0 (a slip of the tongue% a freIuent !istake)
4. 4. /ho !ade the error0 (a confident learner% a less confident learner) /ho !ade the error0 (a confident learner% a less confident learner)
'. '. Jo& freIuent is the error0 (occurs co!!onl% occurs unco!!onl) Jo& freIuent is the error0 (occurs co!!onl% occurs unco!!onl)
-. -. $f the purpose of activit is to develop fluenc% then teachers should not correct errors unless $f the purpose of activit is to develop fluenc% then teachers should not correct errors unless
the interfere &ith understanding &hat the learner &ants to sa. the interfere &ith understanding &hat the learner &ants to sa.
E. E. $f the purpose of the activit is to develop accurac% then teachers should correct !istakes in $f the purpose of the activit is to develop accurac% then teachers should correct !istakes in
the correct production of the sound% structure% spelling rule% etc. the correct production of the sound% structure% spelling rule% etc.
>. >. $f the error is a Kslip of the tongue%L that is% a one+ti!e error% teachers !a choose not to $f the error is a Kslip of the tongue%L that is% a one+ti!e error% teachers !a choose not to
correct it. correct it.
$$$. $$$. How can teachers correct errors? How can teachers correct errors?
*. *. (eachers should !onitor learners2 &ork in individual% pair or group activities so that the can (eachers should !onitor learners2 &ork in individual% pair or group activities so that the can
identif and prevent errors before learners report their ans&ers to the class. identif and prevent errors before learners report their ans&ers to the class.
B. /hen possible teachers should use /hen possible teachers should use auto auto or or self-correction, self-correction, that is% ask learners to correct their that is% ask learners to correct their
o&n !istakes. o&n !istakes.
1. $!agine that the learner has !ade an error &hile asking a Iuestion# K-id ou go to our $!agine that the learner has !ade an error &hile asking a Iuestion# K-id ou go to our
friend2s house esterda0L friend2s house esterda0L
a. a. (he teacher should indicate that the learner !ade an error# (he teacher should indicate that the learner !ade an error#
1) 1) Bhe can shake her head or fro&n. Bhe can shake her head or fro&n.
2) 2) Bhe can ask% K*re ou sure0L Bhe can ask% K*re ou sure0L
b. b. (he teacher can indicate &here or &hat tpe of !istake &as !ade # (he teacher can indicate &here or &hat tpe of !istake &as !ade #
1) 1) Bhe can re!ind the learner of the rule (K-o ou re!e!ber the rules for Iuestions Bhe can re!ind the learner of the rule (K-o ou re!e!ber the rules for Iuestions
in past0L) in past0L)
2) 2) Bhe can repeat the sentence up to the !istake (K-id ou M.L). Bhe can repeat the sentence up to the !istake (K-id ou M.L).
3) 3) Bhe can repeat the sentence% using intonation to sho& &here the error is (-id ou Bhe can repeat the sentence% using intonation to sho& &here the error is (-id ou
/EN( to our friend2s house esterda0L). /EN( to our friend2s house esterda0L).
4) Bhe can &rite the sentence on the blackboard and underline the !istake (K-id ou Bhe can &rite the sentence on the blackboard and underline the !istake (K-id ou
/EN( /EN( to our friend2s house esterda0L) to our friend2s house esterda0L)
Introduction to Teaching Methodology Error Correction, Page 2
B. (eachers can also use (eachers can also use peer correction, peer correction, that is% ask class!ates to help a learner correct errors. that is% ask class!ates to help a learner correct errors.
1. 1. (eacher should help learners learn to correct each other politel. (eacher should help learners learn to correct each other politel.
2. 2. (here are !an advantages to using peer correction# (here are !an advantages to using peer correction#
a. a. (he &hole class is involved in listening and thinking about language. (he &hole class is involved in listening and thinking about language.
b. b. Btudents can learn fro! each other. Btudents can learn fro! each other.
c. c. Btudents learn to correct each other2s !istakes &hen the are &orking in pairs or Btudents learn to correct each other2s !istakes &hen the are &orking in pairs or
groups. groups.
d. (he teacher gets infor!ation about learners2 abilitiesNif learners can2t identif and (he teacher gets infor!ation about learners2 abilitiesNif learners can2t identif and
correct each other2s errors% the teacher kno&s that the didn2t understand the target correct each other2s errors% the teacher kno&s that the didn2t understand the target
ver &ell. ver &ell.
1. 1. (here are also disadvantages to peer correction# (here are also disadvantages to peer correction#
a. a. (he !ore confident learners al&as correct the less confident learners. (he !ore confident learners al&as correct the less confident learners.
b. b. 8earners !a be offended if their peers correct the!. 8earners !a be offended if their peers correct the!.
C. C. (eachers !a also correct learners2 !istakes the!selves. (eachers !a also correct learners2 !istakes the!selves.
1. 1. (his is the Iuickest error correction techniIue. (his is the Iuickest error correction techniIue.
2. 2. $t doesn2t give learners responsibilit for correcting their !istakes. $t doesn2t give learners responsibilit for correcting their !istakes.
Introduction to Teaching Methodology Error Correction, Page 3
Case Btud 31 Case Btud 31
Context Context
* second ear universit class. * second ear universit class.
(he teacher has Hust presented past passive. (he teacher has Hust presented past passive.
(he students had five !inutes to co!plete fill+in+the+blank e.ercises in the te.t and are (he students had five !inutes to co!plete fill+in+the+blank e.ercises in the te.t and are
reporting their &ork to the class. reporting their &ork to the class.
Learner Learner
Confident% often participates in class. Confident% often participates in class.
?suall gets good !arks and is considered a leader in the class. ?suall gets good !arks and is considered a leader in the class.
Error Error
1. (he -ia!ond De&elr Btore (he -ia!ond De&elr Btore &as robbed &as robbed last night after !idnight. last night after !idnight.
2. (he police (he police &ere called &ere called b a !an &ho lives near the He&elr store. b a !an &ho lives near the He&elr store.
3. (he o&ner (he o&ner &as infor! &as infor! b the police. b the police.
4. (he people &ho live near the store (he people &ho live near the store &ere intervie&ed &ere intervie&ed b t&o police!en. b t&o police!en.
. * &o!an &ith long hair and a large bag * &o!an &ith long hair and a large bag &as sa& &as sa& near the store. near the store.
Case Btud 32 Case Btud 32
Context Context
* third grade class. * third grade class.
(he teacher has presented infor!ation about ani!als to the class. (he teacher has presented infor!ation about ani!als to the class.
(he students have &orked in groups to fill in a table &ith characteristics of ani!als. (he students have &orked in groups to fill in a table &ith characteristics of ani!als.
Learners Learners
Aroup of five students &ho co!pleted the table. Aroup of five students &ho co!pleted the table.
8earners2 abilit and level of confidence varies. 8earners2 abilit and level of confidence varies.
Error Error
Color0 Color0 Eats0 Eats0 Can0 Can0
(iger (iger orange orange Meat Meat run run
Elephant Elephant gra gra gros gros s&u!s% run s&u!s% run
Gear Gear bra&n bra&n Meat Meat &alk &alk
/hale /hale gra gra >ish >ish B&u!s B&u!s
Ca!el Ca!el bra&n bra&n gros gros &alk &alk
/olf /olf gra gra Meat Meat run run
Introduction to Teaching Methodology Error Correction, Page 4
Case Btud 33 Case Btud 33
Context Context
* si.th grade class. * si.th grade class.
(eacher has Hust presented rules for !aking affir!atives% interrogatives and negatives in past (eacher has Hust presented rules for !aking affir!atives% interrogatives and negatives in past
indicative tense. indicative tense.
(he class is doing a chain drill in &hich students take turns asking and ans&ering Iuestions. (he class is doing a chain drill in &hich students take turns asking and ans&ering Iuestions.
Learner Learner
Ouiet% rarel participates prefers to sit in the back of the class. Never volunteers to ans&ers Ouiet% rarel participates prefers to sit in the back of the class. Never volunteers to ans&ers
Iuestions. Iuestions.
Error Error
B1# /hat did ou do esterda0 B1# /hat did ou do esterda0
B2# $ &ent to ! friend2s house. B2# $ &ent to ! friend2s house.
B2# /hat did ou do on Baturda0 B2# /hat did ou do on Baturda0
B3# $ &atched television. B3# $ &atched television.
B3# /here did ou go in Dune0 B3# /here did ou go in Dune0
B4# B4# $ read !an books in the librar $ read !an books in the librar. .
B4# /hat did ou ate for breakfast0 B4# /hat did ou ate for breakfast0
Case Btud 34 Case Btud 34
Context Context
* fourth ear universit class. * fourth ear universit class.
(he class is debating the state!ent Kuniversit students should not be reIuired to attend (he class is debating the state!ent Kuniversit students should not be reIuired to attend
class.L class.L
Learner Learner
* learner &ho is in the !iddle of the class. * learner &ho is in the !iddle of the class.
Bhe is neither confident nor sh. Bhe is neither confident nor sh.
Error Error
B1# $f students don2t go to class% ho& &ill the learn0 B1# $f students don2t go to class% ho& &ill the learn0
B2# Btudents can stud independentl% at ho!e. (his is a !ore efficient &a to learn because B2# Btudents can stud independentl% at ho!e. (his is a !ore efficient &a to learn because
students can stud at their o&n pace students can stud at their o&n pace
B1# /hen students go to class% the can learn fro! other students and fro! their teacher too. B1# /hen students go to class% the can learn fro! other students and fro! their teacher too.
Btudents !ust have contact &ith other people. Btudents !ust have contact &ith other people.
B2# $2! not agreed. Man teachers are not &ell Iualified or not &ell prepared. $t is better for B2# $2! not agreed. Man teachers are not &ell Iualified or not &ell prepared. $t is better for
student to read in a book or on the internet. student to read in a book or on the internet.
Case Btud 3' Case Btud 3'
Context Context
* first ear universit students read a te.t about fa!ous scientists in class. * first ear universit students read a te.t about fa!ous scientists in class.
(heir ho!e&ork assign!ent &as to &rite a paragraph about a scientist that &as not in the (heir ho!e&ork assign!ent &as to &rite a paragraph about a scientist that &as not in the
te.t. te.t.
Learner Learner
* learner &ho speaks English Iuite &ell% but rarel does ho!e&ork assign!ents. * learner &ho speaks English Iuite &ell% but rarel does ho!e&ork assign!ents.
Albert Einstein Albert Einstein
*lbert Einstein &as born in Aer!an on 197C. Je &as studied in B&itPerland. Je &asn2t like to *lbert Einstein &as born in Aer!an on 197C. Je &as studied in B&itPerland. Je &asn2t like to
stud at school or the universit% but he &as liked to pla his violin. *fter the universit% Einstein stud at school or the universit% but he &as liked to pla his violin. *fter the universit% Einstein
&as &orked in a govern!ent :>>$B. 8ater he &as &orked at universities. Je &rote !an &as &orked in a govern!ent :>>$B. 8ater he &as &orked at universities. Je &rote !an
scientific &orks. Einstein is fa!ous for for!ula E4!c scientific &orks. Einstein is fa!ous for for!ula E4!c
2 2
. Je &as received a Nobel 1riPe for >$B$C . Je &as received a Nobel 1riPe for >$B$C
in 1C21. Einstein &as died in the ?nited Btates on *pril 19% 1C''. in 1C21. Einstein &as died in the ?nited Btates on *pril 19% 1C''.
Case Btud 3) Case Btud 3)
Introduction to Teaching Methodology Error Correction, Page
Context Context
* tenth grade class. Btudents have been practicing ,Q,% and ,tQ, as the * tenth grade class. Btudents have been practicing ,Q,% and ,tQ, as the
(he can distinguish bet&een ,Q, and ,tQ, (he can distinguish bet&een ,Q, and ,tQ,
(he &rote a tongue t&ister &ith the sounds. ((he English teacher should check on students (he &rote a tongue t&ister &ith the sounds. ((he English teacher should check on students
in >rench and che!istr at school.) in >rench and che!istr at school.)
*ll of the students can produce ,Q,% and ,tQ, in isolation. *ll of the students can produce ,Q,% and ,tQ, in isolation.
No& the teacher has asked students to read the tongue t&ister aloud in order to evaluate No& the teacher has asked students to read the tongue t&ister aloud in order to evaluate
their pronunciation. their pronunciation.
Learner Learner
* Iuiet student that avoids speaking in class. * Iuiet student that avoids speaking in class.
Error Error
B1# (he English teacher should sheck students in >rensh and she!istr at school. B1# (he English teacher should sheck students in >rensh and she!istr at school.
Introduction to Teaching Methodology Error Correction, Page 6

You might also like