Ofqual Regulated Level 5 TEFL Certificate

(RFQ)
Heba Adel Saleh
Assignment 3.3
3.3 match appropriate correction
procedures to varying types of errors.
A mistake can either be productive, meaning spoken or written, or receptive, which is faulty in
understanding. Whenever a student makes a lexical error, the teacher should emphasize
presenting vocabulary the right way, with or without the bilingual dictionary. When the teacher
teaches word formation, students must learn to use the correct word.
For example, my brother is a successful doctor.
The mistake that the student made here is that he used the wrong adjective, and the
correctness is
My brother is a successful doctor.
When it comes to phonological errors, the teacher should address them with specific
pronunciation exercises and lessons to reinforce understanding.
For example, the difference between tricky C and soft C
For instance, I catch mice.
Some students will pronounce c here as a tricky C and mix between mice, the mammal, and the
mic, so I am showing them the two words many times and using them in different sentences.
Syntactic errors: if found so, I, as a teacher, should focus and pay more attention to explaining
grammar rules making sure to use the simplest way to deliver the idea to the students very
clear.
For example, I plays football every day.
The mistake here is adding the s to the verb with the pronoun I, which should be play not plays
my role is making the students practice more and more in the classroom.
There is an interpretive error when a speaker's intent or meaning is misunderstood and when er
don’t understand what the other person is saying?. The interpretive error means that the
students need more practice on listening.
For example, when I am asking my kindergarteners, how are you?
The answer was I am six years old because they are not practicing listening very well. I am
correcting them and. Speakers to practice listening daily.a discourse’s
Pragmatic errors: The most common cause of pragmatic errors is a breakdown or
misunderstanding, Speakers and learners who fail to use the social and contextual
components fail to understand it.
One who takes a pragmatic view does not think in ideal or abstract terms. Abstract
terms such as freedom and beauty, for example, do not have meaning in themselves.
On the other hand, the pragmatic approach shows how they are used in a given
situation. To put it simply, they examine how we use these words in practical, everyday
language.
For example, I told one of my students that if you eat all your food, you will be bigger. I
mean, you will grow fast, and he thought he would be bigger in size.
I usually explain to my students that the word in a context may have more than one
meaning depending on the situation and not necessarily has one specific meaning.