EFL Teacher Training – Error Correction
Summary
TLDREste video forma parte de una serie de habilidades docentes para profesores de inglés como lengua extranjera (EFL) y trata sobre la corrección de errores. Se exploran razones para no corregir durante actividades de habla, como el foco en la fluidez y objetivos específicos de aprendizaje. Se discuten tipos de errores y su importancia en la corrección, como los errores sistemáticos y no sistemáticos. Se sugiere un enfoque considerado para el feedback, respetando las preferencias de los estudiantes y utilizando estrategias como el sistema de tarjetas de colores para indicar su deseo de recibir correcciones. Además, se presentan técnicas de corrección directa e indirecta, y se enfatiza la importancia de animar a los estudiantes a arriesgarse y usar estructuras nuevas en lugar de repetir frases conocidas.
Takeaways
- 😀 No siempre es necesario corregir a los estudiantes durante las actividades de habla, especialmente si el objetivo es la fluidez o el uso de estructuras específicas.
- 🤔 Hay cuatro razones principales para no corregir a los estudiantes: el propósito de la actividad, el tipo de error cometido, el efecto en la confianza del estudiante y el deseo del estudiante de ser corregido.
- 🙅♂️ Los errores 'slips', que son errores menores o momentáneos, no suelen requerir corrección ya que no reflejan una falta de conocimiento.
- 🔄 Los errores sistemáticos, que son consecuencia de conceptos no aprendidos, también no deben ser corregidos inmediatamente, ya que el estudiante aún está en proceso de aprendizaje.
- 👀 Los errores no sistemáticos, o 'errores', son los que podrían ser corregidos, ya que representan conceptos que el estudiante ya ha aprendido pero ha olvidado o aplicado incorrectamente.
- 💡 Es importante considerar la personalidad del estudiante y su nivel de confianza al decidir si corregirlos o no, ya que la corrección constante puede disminuir su confianza en sí mismos.
- 🗣️ Si un estudiante desea ser corregido, es fundamental respetar su deseo y proporcionar la corrección adecuada para ayudarlo a aprender de sus errores.
- 📝 Un sistema de tarjetas de colores (verde, rojo, naranja) puede ser una herramienta útil para determinar si un estudiante desea ser corregido, y en qué nivel de detalle.
- 👨🏫 La posición física del profesor en la clase es crucial para poder monitorear y corregir de manera efectiva; se debe estar cerca para escuchar, pero sin intimidar.
- ⏱️ Es más efectivo centrarse en escuchar a dos o tres estudiantes durante un período prolongado en lugar de intentar escuchar a todos los estudiantes brevemente.
- 📑 Los métodos de corrección varían desde la corrección directa al no corregir en absoluto, pasando por técnicas de corrección indirectas que involucran a los estudiantes en el proceso de identificación y corrección de errores.
Q & A
¿Cuál es el tema principal del video?
-El tema principal del video es la corrección de errores en la enseñanza de inglés como lengua extranjera (EFL).
¿Por qué no deberían los profesores corregir a los estudiantes durante actividades de habla?
-Los profesores no deberían corregir durante actividades de habla si el objetivo es la fluidez, si están enfocándose en estructuras o vocabulario específicos, y si los errores son 'slips' o errores sistemáticos que los estudiantes aún no han aprendido.
¿Qué es un 'slip' y por qué no deberían ser corregidos?
-Un 'slip' es un pequeño error cometido generalmente por nerviosismo, que no es realmente un error gramatical y por lo tanto no debería ser corregido.
¿Qué se entiende por 'errores sistemáticos' y cómo se relacionan con la corrección de errores?
-Los errores sistemáticos son errores que los estudiantes cometen porque aún no han aprendido cierta regla gramatical. No se deben corregir inmediatamente ya que forman parte del proceso de aprendizaje.
¿Cuáles son las razones para no corregir a los estudiantes según el video?
-Las razones para no corregir incluyen el efecto en la confianza de los estudiantes, el deseo de los estudiantes de no ser corregidos y la necesidad de enfocarse en objetivos de aprendizaje específicos.
¿En qué situaciones se sugiere que los profesores deberían corregir a los estudiantes?
-Los profesores deberían corregir a los estudiantes si estos desean ser corregidos, si están cometiendo errores no sistemáticos y si es importante para el aprendizaje del material que se está enseñando.
¿Qué es el sistema de tarjetas que se menciona en el video para determinar si un estudiante quiere ser corregido?
-El sistema de tarjetas es una técnica donde los estudiantes tienen tarjetas de diferentes colores para indicar si desean ser corregidos, si desean hablar sin ser interrumpidos o si desean ser corregidos solo en errores importantes.
¿Cómo se puede implementar la corrección directa y cómo afecta a los estudiantes?
-La corrección directa es cuando el profesor corrige inmediatamente el error. Aunque es rápida, puede no ser la mejor opción para el procesamiento y la retención del aprendizaje.
¿Qué estrategias se sugieren para darle a los estudiantes la oportunidad de corregirse a sí mismos?
-Se sugieren estrategias como señalar la existencia de un error con la expresión facial, usar técnicas de preguntas para guiar al estudiante a la corrección o utilizar la discusión grupal para que otros estudiantes ayuden.
¿Cómo se puede abordar la corrección de errores sin interrumpir la actividad del estudiante?
-Se puede hacer una nota de los errores y luego discutirlos con el estudiante más tarde, lo que permite que el estudiante continúe con la actividad sin interrupciones.
¿Por qué es importante animar a los estudiantes a que asuman riesgos con su uso del lenguaje?
-Es importante porque el uso de nuevas estructuras y vocabulario es esencial para el aprendizaje y la mejora del lenguaje, y la corrección de errores puede ser un medio para fomentar esto.
Outlines
📚 Error Correction en la enseñanza de EFL
Este vídeo forma parte de una serie de habilidades de enseñanza para profesores de inglés como lengua extranjera (EFL). Se explora el tema de la corrección de errores durante las actividades orales, una cuestión controvertida en la enseñanza del idioma. Se presentan cuatro razones para no corregir a los estudiantes durante estas actividades: el objetivo de la actividad (fluidez o enfoque en estructuras específicas), el tipo de error (slip, error sistemático o no sistemático), el efecto en la confianza del estudiante y el deseo del estudiante de ser corregido. Se enfatiza la importancia de considerar el propósito de la actividad y el tipo de error antes de decidir si corregir o no.
🏫 Estrategias de corrección de errores
El vídeo sugiere estrategias para identificar a los estudiantes que desean recibir correcciones y cómo manejar la corrección de errores en el aula. Se introduce un sistema de tarjetas de colores (verde, rojo y naranja) para indicar la preferencia de los estudiantes respecto a la corrección. Además, se discuten técnicas de corrección directa, indirecta y la toma de notas para apoyar el proceso de aprendizaje. Se enfatiza la importancia de la posición física del profesor, el enfoque en estudiantes específicos y la elección del método de corrección que mejor se adapte a las necesidades del estudiante.
🗣️ Encouraging Language Risk-Taking
En el último párrafo, se aborda la importancia de animar a los estudiantes a tomar riesgos al usar el idioma, lo que puede incluir el uso de estructuras nuevas y la posibilidad de cometer errores. Se sugiere que, al mismo tiempo que se anotan los errores, también se deben anotar las expresiones correctas y útiles que los estudiantes producen. Se enfatiza la necesidad de repetir actividades para permitir que los estudiantes incorporen lo aprendido y se corrija lo necesario, fomentando así un ambiente de aprendizaje positivo y constructivo.
Mindmap
Keywords
💡Error correction
💡Fluency
💡Purpose of the activity
💡Slip
💡Systematic error
💡Non-systematic error
💡Student's personality
💡Student's preference
💡Card system
💡Direct correction
💡Indirect correction
Highlights
Introduction to the topic of error correction in EFL teaching.
Discussion on whether to correct errors during speaking activities.
Reasons not to correct students, focusing on the purpose of the activity.
The impact of corrections on building student fluency and confidence.
Differentiating between slips, systematic errors, and non-systematic errors.
The importance of considering the student's personality and comfort level.
Respecting the student's preference for correction or not.
When to correct students based on their expressed desire for feedback.
The use of a card system to indicate student preferences for correction.
Strategies for deciding when to focus on certain students for correction.
The importance of the teacher's physical position during correction.
Methods of error correction, from direct to indirect approaches.
Direct correction and its potential drawbacks on student retention.
Encouraging self-correction and peer assistance during speaking activities.
The use of non-verbal cues and prompts to guide student corrections.
The value of writing down errors and discussing them without immediate pressure.
Encouraging students to take risks and use new language structures.
The importance of noting and praising good student performance.
Closing thoughts and call to action for feedback and subscription.
Transcripts
EFL Teacher Training hello welcome to the second in our
series of teaching skills videos for
EFL teachers thank you for your comments
on the last video and the topic of
today's video is error correction which unlike
monitoring there is a lot of information on
the internet and well this is what
we are going to look at today
the first question I supposed everyone wants to know is should
we correct or should we not correct
during speaking activities so let's look
at why we shouldn't correct. I think there are four reasons not
to correct students when they're doing
speaking activities. the first is
depends on the purpose of the activity for
example if the purpose of your speaking
activity is fluency what you don't want
to be doing is constantly interrupting
your student obviously they're able to
build that confidence getting the words
out if you're constantly getting them
and stopping them they are not going to build up
the fluency required also if the
idea of the active is to use certain
structures for example suggestion or
recommendation or to use certain
vocabulary that the students just learned and
that's the objective of the activity if you're
coming in and correcting other things
like the third person s or the use of
the past again that's not really the
objective of the activity so one reason
not to correct students would be because
you just need to let them do what they're trying
to do : fluency or focusing on a particular language.
the second reason not to correct a student
will be depending on the type of error
they making for example if they're making
what we call a slip which is just a little
silly mistake which I'm probably making this
video. Just the little things when you are a little bit nervous
the wrong word comes out it's not really a
mistake and so therefore you counting on
those types of errors. EFL teacher training
the second type of error are those which
we call a systematic errors
or "errors" as they are called which are
basically things that students haven't
learned yet
for example when the student says
yesterday I "goed" and they haven't even learned
the past tense or if they say yesterday I go
we can understand the meaning but it's
not really a mistake because they haven't
learned this language yet so they're
just there just working with what they know
so that would be another reason not to correct a student
when they are being very ambitious with the
language to the sake of communication
the third type of mistake would be what we
would call a non systematic error
or sometimes called a mistake and this is maybe where we would
correct our students so we look at it
later
A third reason no to correct the students would be
the effect that it may on your student you
might have students in your class who
are maybe shy or maybe they find very difficult to
speak or you know they've been speaking
their own language and suddenly
they are on a speaking activity that requires
to speak English and it's quite difficult. And
if the teacher has to come over and be
constantly correcting can actually knock
their confidence so think about your
students and think about their personality and
think about what your objective is if you
really want to build up confidence you might
just let them go a little bit let a few of those
errors go and not be correcting just so
the students get a bit more confidence. And finally the student might
actually not want to be corrected so if the
student says no I don't want you to correct me
then i think you should respect that and
not correct them so that would be another
example so if those are the situations when you
shouldn't correct a student, when should you? well it would be
the other reasons if the student wants to be
corrected they said yes please correct me
i know when I'm learning Spanish I want the teacher
to correcte me all the time I want to know
all my mistakes
I get annoyed if I don't find out my mistakes
because i'm worried if i'll be repeating them but
not all students are like that. but if a student wants
correction you should try and give it to them
And the second reason is what i mentioned before the
type of mistake if it's a non systematic mistake
or a "mistake" as they called it
then you should try and correct it because this are the
important things if it's the language that
they're grappling with it the language they
learned or they forgotten if it's the language that you are
teaching these are the type of things that
need a little bit more processing and they need to be
reminded of
so what well going back to
the choice of the student
when if you say the student might want
correction or not want correction
how would you know? you've got a lot of students in
your class or how do you know who wants
correction you can ask them but that's a
lot of memorizing to do who wants what so a
simple way is maybe trying a simple
card system like this where you've got
three colors like green for go red for
stopping and orange for something in the
middle and you get one of these to each
students let me tell you can use of
colors what they want if they just have
the green on a desk that means they
want to go they want to speak they don't
want to be interrupted
they're concentrating on fluency if the
student has the red on the desk that means
stop me stop me all the time stop every
single mistake I make because i want to know a bit like me and my
spanish class and the orange would be something
between maybe that would be the students that say no don't
stop me on every error just stop me on those
important errors those non-systematic
errors or those mistakes as they're called
the ones that are important so depending on your
students wishes well you can
focus on certain students in the
class ok let's said that we decided that we are
going to we are going to correct the
students and the question is how we're
going to do it and i think you've got to be thinking about three
things one is your physical position in
the room
secondly is like who are you going to focus on and for how long
and thirdly is which method of error
correction you're going to use now the
question of positioning is very much like the
previous video which you i hope you saw
on monitoring if you didn't watch it after this one
and that's about getting close to your
students to be close enough to listen to
them but not be intimidating so maybe get
a chair or be behind your students have a
notebook and pen and but not necessarily be like
staring at them maybe looking at different
directions but have your ears towards one group
the second thing is you
haven't got time to listen to everybody in one
speaking activity you've got 15 students you know
spending like 10-15 seconds listening
to every student is not really going to
be very useful so it's much better if you
just pick maybe two or three students
and just listen to them for maybe
2 or 3 minutes and then maybe move to another
group and that's it and then another
speaking activity you can focus on differents
students it's better to get a bigger sample
because then your feedback or your
correction will be much more valuable
and thirdly well you've got to decide the method
that you use the method that you use
will vary from the most direct where
you're coming straight in them correcting
directly to the most indirect which
would just be not correcting directly
but taking notes
that's what we're going to look at now ok so direct correction
is where you literally correct the mistake
you hear the mistake the student says
something like 'yesterday I goed' you say no i went
i hear this a lot teachers like direct correction i guess
they like it because it's quick and then the activity
and moves on but it's not my favorite
and I think the reason why i don't think
there's much processing going on on the student's
head they make the mistake, they hear
the correction and then they repeat
the correct version but do they really
remember? that's always my worry and i
think because it is so quick often
students don't remember so if you are
going to use this method at least tell the students
to write the word down or you write the word
down so you can then recycling later
in the middle ground is to give your students a
chance to correct and again three
ways of doing this the first way is
literally you single that there's been a mistake
like with your face there was a mistake
there and then the students have to work
out solutions they see your reaction bad
and I think normally with a mistake
might signal try again and tell them to
drive again and then go work out where
these peoples that's the best advantage
is meant as a sudden they have no no
longer sentence where to be safe what
so you've got two other two other
techniques to use one device like the
grammatical error that says the past you
completely like 1010 yesterday and they
are you
I went so why is laying here they know
where to focus all you can focus on the
would-be self
I go I go and they then they know what
wrong so they might try to correct that
the 19 things that can happen when you
use it i think if either she knows how
to correct the site with a self correct
which is great
you can even surprised and sundry the
death for the record of the other
viruses they don't have to direct
occasionally don't know the answer in
which so you can easily give them the
option and write it down or maybe even
condition the artists from another shoot
you got him surrounded in global
discussion
maybe they can help that's nice of them
beyond their egos help a little bit and
it's and it's nice that everyone is
processing in some of the things they
were thinking of the answer they're
trying to think beyond so that's good
for processing time and again get anyone
to write everything down and the last
session not correcting even listening
and writing down mistakes and she pretty
much design what you're going to do we
say if you're just literally writing
down the list you have got to decide
which is the important one which of
those which those are slick switch the
mark our errors and mistakes ones that
are important that you can focus on one
that arose into another bet you could
use which is why
but I have little sister paper and I'm
going around i like the name of this
unit of the wonders of the paper the
student and they may be safe i was just
like a person with a mistaken and i'll
just keep flipping the piece of paper
over with each of these shoes name is
done in some stank on that list at the
end of the class with no pressure are
given to paper and tell them to try and
correct expect a color got home trying
to reference I think she's practically
given the large chance to show greater
number of time do they can obviously ask
their part to help as well as a local
processing ball and you have a record
being directed that the nice little away
over of correcting when she got more
personalized white so that's adding
value for the students so you will find
the word on arrow Direction be that when
you're going around listening to your
students by the Sun heart making a TV
station to you one thing was happening
no error but they always there might be
due to Justin not taking any risk until
with their language they just simply
using the same phrase over and over
again because there are afraid of making
mistakes so it's very important that you
encourage your students to try to use
yoooo cabri the new structures not
worried
communication is part of the increases
and is a positive thing at the same time
as you're officially announcing down
area you should also be noting down good
things good things that your students of
producing it's really nice that the
interactivity to praise your students
and delicious nice phrase that you've
heard you're in and then to repeat the
activity so many students get a chance
to incorporate some new anguish that
they've got from other students but also
they get a chance to not repeat the
sun's legs maybe 400 left by the entire
of direction thanks for watching and
waiting to know have you do an error
correction to do anything different with
you actually interesting techniques that
use completely opposed to the comments
below if you like to be told you liking
and if you want to know where we put up
more videos you can subscribe to the
channel and subscribe button that will
let you know when these new things
online i think the next video is going
to be on lesson plans so until then have
a good class
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