Error correction in English teaching - Part 3 - How to correct

Summary

In this final video on error correction, Conga from ELTraining.com discusses strategies for correcting learner errors in the classroom. The key aspects include deciding who should correct the error—whether the learner, peers, or the teacher—and using different correction methods like implicit (recasting) or explicit techniques. Conga emphasizes the importance of knowing when to correct errors, suggesting immediate correction during structured activities and delayed correction in freer practice. Delayed correction offers the benefit of anonymity and peer learning, fostering a more collaborative and learner-centered approach.

Takeaways

• 😀 It's important to decide who will correct the error in the class: the learner, their peers, or the teacher.
• 😀 If a learner can correct the error themselves, they should be given the opportunity to do so before peers or the teacher steps in.
• 😀 Implicit correction (recasting) is when the teacher repeats the learner’s sentence correctly, but it may not always be effective depending on whether the learner notices the correction.
• 😀 Explicit correction involves directly pointing out the error, either by repeating the incorrect sentence or using strategies like showing a gesture or pointing to a phonemic symbol.
• 😀 Teachers can use metal linguistic strategies to aid correction, like focusing on tense or pronunciation issues.
• 😀 Immediate error correction is often most effective, but in freer speaking activities, delayed correction might be better to avoid interrupting the flow of conversation.
• 😀 Correction during the presentation and controlled practice stages should happen immediately as learners are still forming their understanding.
• 😀 In fluency or free practice activities, it’s often better to collect errors and correct them afterwards to avoid interrupting the learners' engagement.
• 😀 After fluency activities, correcting errors anonymously can help reduce embarrassment for the learner who made the mistake and still benefit others in the class.
• 😀 Giving learners time in pairs to correct errors together encourages a more learner-centered approach to error correction and engages them in the learning process.

Q & A

What is the first question a teacher should ask when a learner makes an error?

The first question a teacher should ask is, 'Who is going to correct that error?' It could be the learner, their peers, or the teacher, depending on the nature of the error.

How should a teacher approach correcting a mistake that a learner can easily fix?

If the mistake is something the learner can correct themselves, the teacher should first try to let the learner correct it, followed by peers if necessary, and then the teacher if no one else can correct it.

What is implicit correction, and how is it applied in the classroom?

Implicit correction, also known as recasting, involves the teacher repeating the learner's sentence but in a correct form, without explicitly pointing out the mistake. For example, if a learner says 'I go cinema,' the teacher might say, 'Oh, you went to the cinema.'

What are the potential drawbacks of implicit correction?

One drawback of implicit correction is that the learner may not notice the correction, especially if they are not familiar with the error or the correction is not emphasized enough.

What are explicit corrections, and when might they be necessary?

Explicit corrections involve directly addressing the error by asking the learner to correct it or by providing clear guidance, such as saying, 'There’s an error in that sentence; try again.' This approach is used when implicit correction may not be effective, especially when learners are unlikely to notice the error on their own.

How can teachers use metalinguistic strategies to correct errors?

Metalinguistic strategies include providing hints or explanations related to the language, such as pointing to symbols on a phonemic chart, or providing clues about grammatical rules, like emphasizing 'past tense' when correcting a verb tense mistake.

When should a teacher correct errors immediately versus delaying correction?

Errors should generally be corrected immediately during the presentation and control practice stages. However, during fluency or free practice activities, it might be better to delay correction to avoid interrupting the learners' flow and to provide a more learner-centered approach.

What are the advantages of delayed error correction?

Delayed error correction allows learners to focus on communication during fluency activities without interruptions. It also provides an opportunity for the teacher to address common errors without singling out individual mistakes, making the process feel less embarrassing for learners.

What is the benefit of collecting multiple errors and discussing them in class?

By collecting multiple errors and discussing them in class, learners can benefit from each other's mistakes. This promotes a more collaborative and learner-centered environment, where they correct errors together and learn from one another.

How can teachers use error correction to highlight good language use in addition to mistakes?

Teachers can include examples of correct language alongside errors to highlight good usage. This allows learners to identify correct forms, which helps reinforce positive language use and further supports learning.