Презентация к семинару Error Correction

What is the role of error in language learning? What decisions do teachers need to make regarding error correction? What techniques can teachers use to correct student errors? Student errors are evidence that learning has not taken place. Student errors are evidence that learning is taking place. Gaps in knowledge Interference (i.e. from L1) Developmental errors Forgetting High demands (responding under time pressure) Experimenting with language Taking risks Aims when correcting: To help students become more accurate in their language usage To build learner confidence To raise learner awareness To acknowledge achievement & progress To meet student/parent expectations A student makes an error Decide what kind of error has been made Decide whether to deal with it Decide when to deal with it Decide who will correct Decide on an appropriate technique Errors Lexical Grammatical Discourse Sociocultural Phonological First decide if it is useful to correct the error then Correct now or later Indicating/correcting errorsTell the students (eg There’s an error in that sentence)Facial expressionsGesturesFinger correction (hold on to the ‘error’ finger – eg the third word)Repeat sentences up to the error (eg They looked for a…?Echo (with a change of intonation or stress)Ask a question (eg Was this last week?)Draw a timeline on the boardWrite the problem sentence on the board (for discussion)Use the phonemic chart (to point at incorrect phoneme) For an upcoming lesson Plan an error correction strategy for each stage of the lesson, and indicate this in the lesson plan Submit the lesson plan for a brief discussion of why you chose these techniques prior to the lesson