EFL Teacher Training – Error Correction

Summary

Este 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

00:00

📚 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.

05:02

🏫 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.

10:02

🗣️ 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.

Keywords

💡Error correction

La corrección de errores es un concepto clave en la enseñanza de idiomas, donde el instructor identifica y corrige los errores cometidos por los estudiantes durante la práctica del habla. En el video, se discute si debemos corregir o no durante las actividades de habla, y se enfatiza la importancia de considerar la naturaleza del error y el deseo del estudiante para ser corregido, como parte de la toma de decisiones sobre la corrección.

💡Fluency

La fluidez se refiere a la habilidad de un hablante para expresarse de manera continua y sin interrupciones. En el guion, se menciona que si el objetivo de una actividad de habla es la fluidez, es importante no interrumpir constantemente al estudiante, ya que esto puede afectar su capacidad para construir confianza y fluidez en el uso del idioma.

💡Purpose of the activity

El propósito de la actividad es el objetivo específico que se busca lograr con una tarea o ejercicio en el aula. El video destaca que la corrección de errores debe estar alineada con el propósito de la actividad, ya sea fomentar la fluidez, el uso de estructuras gramaticales específicas o el vocabulario recién aprendido.

💡Slip

Un 'slip' se refiere a un error menor o un lapsus que puede ocurrir cuando alguien está hablando, generalmente debido a la nerviosidad o la presión. En el guion, se sugiere que estos errores no requieren corrección inmediata, ya que no representan un problema de aprendizaje real.

💡Systematic error

Un error sistemático es un tipo de error que se repite y que refleja una falta de comprensión o una regla gramatical no aprendida. El video menciona que estos errores no deben ser corregidos inmediatamente durante actividades de habla, ya que el estudiante aún no ha aprendido esa parte del idioma.

💡Non-systematic error

Un error no sistemático es un error aislado que no sigue un patrón predictible. El video sugiere que estos errores, a diferencia de los errores sistemáticos, pueden ser candidatos a ser corregidos, ya que representan un conocimiento incorrecto del idioma que el estudiante ya ha intentado aprender.

💡Student's personality

La personalidad del estudiante es un factor importante a considerar al decidir si corregir errores o no. El video destaca que los estudiantes tímidos o aquellos que tienen dificultades para hablar pueden verse afectados negativamente por una corrección constante, lo que puede disminuir su confianza.

💡Student's preference

La preferencia del estudiante es otro factor crucial en la decisión de corregir errores. El video menciona que si un estudiante expresa su deseo de ser corregido, el instructor debería respetar esa preferencia y proporcionar la corrección adecuada.

💡Card system

El sistema de tarjetas es una técnica mencionada en el video para ayudar a los estudiantes a comunicar sus preferencias sobre la corrección de errores. Las tarjetas de diferentes colores (verde, rojo, naranja) representan diferentes niveles de deseo de corrección, lo que permite a los instructores adaptar su enfoque de corrección de errores a las necesidades individuales de los estudiantes.

💡Direct correction

La corrección directa es cuando el instructor corrige inmediatamente un error al escucharlo. Aunque es una forma rápida de proporcionar retroalimentación, el video plantea preocupaciones sobre su eficacia a largo plazo, ya que puede que los estudiantes no procesen suficientemente la corrección para recordarla más tarde.

💡Indirect correction

La corrección indirecta implica técnicas más sutiles para ayudar a los estudiantes a识别 y corregir sus propios errores, como señalar un error sin proporcionar la respuesta inmediatamente o utilizar pistas para guiar al estudiante hacia la corrección correcta. El video sugiere que estas técnicas pueden ser más efectivas para el aprendizaje a largo plazo.

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

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online i think the next video is going

to be on lesson plans so until then have

a good class