BAYLON-BIONA-ORRECTION-OR-NOT-FINAL.pptx

report

1. Teaching Practices : Error correction or Not?

2. REMELYN D. BAYLON KIERAH MAE A. BIONA MAT-ENGLISH

3. WHAT IS TEACHING PRACTICES? the wide range of individual activities, policies, and programmatic approaches to change student attitudes or academic behaviors positively.

4. MISTAKE VS. ERROR

5. MISTAKE VS. ERROR

6. WHAT IS ERROR CORRECTION? It is seen as a form of feedback given to learners on their language use.

7. In second language (L2) teaching, learners´ errors and their correction can be considered as one of the essential aspects for classroom pedagogy (Chandler, 2003; 2004; Ferdouse , 2012 )

8. The purpose of error correction is to detect and fill the gaps regarding what was supposed to be learnt so far, to endeavor, to overcome those gaps, and further develop the knowledge of language use for the learners ( Furnborough & Truman, 2009). Moreover , it can be used as a form of individual guidance for the learner ( Bitchener & Ferris, 2012).

9. WHAT ERRORS SHOULD TEACHER CORRECT?

10. WHEN TO CORRECT AN ERROR?

11. WHEN TO CORRECT AN ERROR?

12. WHO SHOULD CORRECT AN ERROR?

13. HOW SHOULD ERRORS BE CORRECTED?

14. Direct Correction - is the feedback provided by the teacher clearly indicates what the student said was incorrect providing the correct form.

15. Types of Direct Correction Metalinguistic Feedback -using metalinguistic terminology. Utterance Rejections - “No, that is incorrect” Example: L: She punch him. T: punch- you need past tense. L: She punched him.

16. I ndirect Correction - is the feedback given by the teacher by indicating the errors students make but not correcting them.

17. -reformulates all or part of the student’s utterance replacing the erroneous part with the correct target language form, where the focus is on the meaning. Example: L: In the bedroom book is on shef .-(mispronunciation and grammatical error) T: On the shelf. L: On the shelf, yes= (modified output)

18. O ld school preference as to error correction focus solely to teachers to do the correction or what we called teacher-centered . Teachers pointing out errors made by the students and provide correction . It does not give a chance for the learners to think and learn by their own. This is the traditional way of correction.

19. New school preference as to error correction is learner-centered . It tends to focus on the capacity of the learners to be able to correct their error. This enables the learner to think and practice independency.

20. Types of Errors

21. LIST OF TYPICAL ERRORS STUDENTS MAKE AND THEIR CAUSES Speaking errors Causes Writing errors Causes Pronunciation incorrect articulation, often due to poor management or operation of the vocal apparatus; hearing, if the child could not hear well and learn certain sounds Spelling lack of vocabulary, reading habits, development of self-concept, motivation, spelling system, mother tongue, education system, poor reading and listening skills of students Grammar fails to follow the rules of grammar Grammar learners have difficulty processing L2 forms which do not have easily identifiable meaning Vocabulary not practicing the vocabulary you learn actively, lack of consistency, and not developing habits like reading Vocabulary ignorance of the correct pattern, deficient teaching or inadequate practice, Word Order interference from the native language Punctuation lack of knowledge, lack of balance in the curriculum, little understanding of punctuation marks, and the influence of the students' mother tongue

22. Causes of Errors refers to a person's first language. It's the language most prevalent in the home as learners are growing up and the first language used for communication. the learners' own way to make rules of the second language because of their incapability to differentiate between L1 and L2 rules. the phenomenon when one overextends one rule to cover instances to which that rule does not apply A second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighboring language, another language of the speaker's home country, or a foreign language. L1 Interference Overgeneralization of rules from L2 Teacher or Material Induced The teacher or material was not able to convey learnings appropriately to the learners.

23. Why should teachers correct errors?

24. To prevent “ fossilization” of mistakes . Helps students to be understood . We want our students to improve and feel confident.

25. Students expect to be corrected by teachers . Students don’t know they are making mistakes.

26. Error Correction gives teachers a chance to focus on the individual’s needs. It gives the teachers an overview of student’s needs, what language areas the students understood and on what the teacher should focus more in the following lessons, as well as an indication of learning and progress. As for students error correction can help them in terms of learning development and it gives awareness of gaps in their learning process. CONCLUSION

27. Why teachers should not correct errors?

28. It can undermine student’s confidence. It can interrupt the flow of conversation.

29. It can have a negative effect on motivation . Student’s may stop taking risks and will speak only when they are sure they can produce it correctly.

30. CONCLUSION Whichever way you go about correcting your students, try to keep the experience positive for the learner. Being corrected constantly can be a really de-motivating, as every language learner knows. As you are listening out for your students’ errors, make sure you also listen out for really good uses of language and highlight these to the group too. In the case of language learning I really do believe in the classic saying, ‘you learn from your mistakes’.  

31. As an educator, do you prefer error correction as part of your teaching practice or not?

32. THANK YOU