Correcting-Grammar-Errors-and-Giving-Feedback.pptx

Correcting Grammar

1. CORRECTING GRAMMAR ERRORS AND GIVING FEEDBACK CHRISTOPHER OTT ENGLISH INSTRUCTOR PEKING UNION MEDICAL COLLEGE Presented by DAVID JOHN D. UBERA YOLANDA D. FRONDA, EdD Aritao National High School Aritao National High School

2. In this webinar, we will: Discuss how to evaluate the suitability of error correction techniques. Explore some of the reasons why students make grammatical errors. 3. Examine how to use a range of error correction techniques appropriately

3. Agenda 1. Suitability of Error C orrection 2. Types of Error C orrection T echniques 3. Research on Feedback T echniques 4. Feedback A ctivities

4. CORRECTING GRAMMAR ERRORS AND GIVING FEEDBACK CHRISTOPHER OTT ENGLISH INSTRUCTOR PEKING UNION MEDICAL COLLEGE Presented by DAVID JOHN D. UBERA YOLANDA D. FRONDA, EdD Aritao National High School Aritao National High School

5. Question No. 01 When our students make errors, do you always correct them?

6. Question No. 02 What are our students’ most common reactions to our corrective feedback? a. Sometimes, they do not notice our attempts to correct their errors. b. In some cases, they become embarrassed. c. Some of our students are grateful/encouraged.

7. PRE- ASSESSMENT You have a student who is at the intermediate level. She has no knowledge of grammar terms (verb , adjective, etc.). She is engaged in a controlled communicative grammar activity that is focused on observing correct subject-verb agreement (SVA). You overhear her say: “ My mother go shopping two times a week. They always bring me something home.” Which error would you correct? Both? Write down the exact words you would say to the student when correcting.

8. Question to Ponder: Should we always correct all errors ?

9. THE SUITABILITY OF ERROR CORRECTION

10. TO CORRECT OR NOT TO CORRECT Consequences of under/over correction Culture and student perceptions Why students make errors When to correct errors

11. UNDER/ OVER- CORRECTION CONSEQUENCES UNDER- CORRECTION - can lead to lack of accuracy - hinder language development sequence - fossilization of errors OVER- CORRECTION - can lead to hindrance of fluency - avoidance - can raise the affective filter

12. CULTURE AND STUDENT PERCEPTIONS Student and teacher perceptions of error correction do not always match. Teachers need to explore learners’ beliefs to meet them. Teachers should ascertain their students’ attitudes towards feedback, explain the value of feedback, and negotiate agreed goals for feedback with them. The are likely to vary according to the social and situational context (could be done in L1).

13. WHY STUDENTS MAKE ERRORS Developmental sequence: developmental sequence in English as L2 is similar regardless of L1 (posted in resources) Transfer from L1 (not all errors arise from linguistic transfer) Experimenting with language Overgeneralizations: show that the learner is trying to apply rules Students don’t study

14. WHEN TO CORRECT ERRORS? Does the error affect communication? (meaning) Are we concentrating on accuracy at the moment? What is the grammar focus/objectives of the activity/lesson? Is this an error that many students are making?

15. ASSESSMENT Your students are engaged in a free communicative activity focused on fluency, but a few students are making the same SVA error. What questions might you ask yourself to determine whether to give corrective feedback?

16. What questions might you ask yourself to determine whether to give corrective feedback ? Am I over under correcting? What are the students” perceptions of error correction? Why are they making the error? Is it interfering with comprehension? What type of activity is it? Objective? Is it an error many students are making?

17. ERROR CORRECTION TECHNIQUES

18. EXPLICIT VERSUS IMPLICIT “ Corrective feedback differs in terms of how implicit or explicit it is. In case of implicit feedback, there is no overt indicator that an error has been committed, whereas in explicit feedback types, there is.”

19. ERROR CORRECTION TECHNIQUES Recasts Clarification request Metalinguistic feedback Elicitation Repetition Explicit correction

20. 1. RECASTS - involve the teacher’s reformation of the student’s utterance without the error. Student: Why you don’t like Mark? Teacher: Why don’t you like Mark? Student: I don’t know, I don’t like him. * Notice that sometimes students become confused about what they should focus on: form or meaning.

21. Recast I take the bus to school everyday. It has a terrible smell. I take the bus to school everyday. Its has a terrible smell inside.

22. 2. CLARIFICATION REQUEST - involve the teacher asking the student question such as “Pardon me?” or “What do you mean by…..” Teacher: How often do you wash the dishes? Student: Fourteen . Teacher: Excuse me? (clarification request) Student: Fourteen for a week. Teacher: Fourteen times a week. (recast)

23. 3. METALINGUISTIC FEEDBACK - involves comments or questions that suggests an error has occurred without explicitly correcting it. Also provides some type of grammar terminology that applies to the error. Student: We look at the people yesterday. Teacher: What’s the ending we put on verbs when we talk about the past?

24. Metalinguistic Feedback

25. Metalinguistic Feedback In the present tense we only add an –s ending to the verb when the subject is third person singular, he/she/it. I love when we spends time in the garden.

26. 4. ELICITATION - asks student to complete the teacher’s utterance or reformulate their own utterance based on a teacher’s partial sentence . Elicitation uses three techniques: Teacher elicits completion of their own sentences: “It’s a……” Teacher uses questions: How do we say X in English?” Teacher asks student to reformulate utterance: Student: I go to school every days. Teacher: I go to school every… Student: Day.

27. 5. Repetition - means that a teacher repeats the students utterance including the error but with emphasis on the error and often with rising intonation (to form a question). Student: We is …….. Teacher: We is? Student: We are…

28. Repetition My husband are the worst. He never help around the house? My husband are the worst. He never help around the house.

29. 6. Explicit Correction - means that a teacher directly tells the student that they have made an error and provides the correct form of the utterance. Student: The dog runs fastly . Teacher: ‘ Fastly ’ does not exist in English. Fast does not take - ly . In English we say, The dog runs quickly.

30. Explicit Correction That’s not correct. .you would say “these bags are killing my back.” All these bags is killing my back!

31. Survey Questio n WHICH TECHNIQUE DO YOU PREFER? Recast Clarification request Metalinguistic feedback Elicitation Repetition Explicit correction

32. UPTAKE AND REPAIR UPTAKE : a learner’s observable immediate response to corrective feedback . If students do not notice a teacher’s corrective feedback or that they have made error, corrective feedback in any form is ineffective . REPAIR : this refers to a learner’s ability to notice their error and correct it based on feedback.

33. MULTIPLE CORRECTIVE FEEDBACK TECHNIQUES Chris : What did you find out about Sam, Tana ? (assessment) Tana : She love… (error) Chris: She love? (repetition) Tana : Yes. She love grammar. (no uptake) Chris: In the 3 rd person singular present tense the verb takes an –s ending. (metalinguistic feedback) Tana : ……..(no uptake) Chris: There is an error in your sentence. “Love” needs an –s at the end and so we say Sam loves….Try again. (explicit correction) Tana : Sam loves grammar. (repair) Chris: Good job!

34. Assignment: You have a student who is at the intermediate level. She has no knowledge of grammar terms. She engaged in a controlled communicative activity that is focused on observing the correct SVA. You overhear her say : “ My mother go shopping two times a week . They always bring something home.” 1. How would you correct this? What technique would you use? 2. What if there is no uptake from the student?

35. Assessment 2 You have an intermediate level student who is knowledgeable about grammar terms and rules. She is a shy student and struggles to communicating freely. You have already done a controlled activity with focus on the passive voice. During the free activity you overhear the student say: “She were robbed by the man.” Would you correct the error? If yes, what correction technique would you use? Why?

36. RESEARCH ON FEEDBACK Lyster found that in French content-based classrooms: Recasts (restating in correct form) less likely to result in uptake Clarification requests, metalinguistic feedback, and repetitions were more effective to students noticing an error had occurred (uptake) Elicitation and metalinguistic feedback resulted in correct use of target language (repair)

37. SECRET TO FEEDBACK AND ERROR CORRECTION There is no secret Feedback and correction are teaching skills that take practice and develop over time Depends on teacher’s context/ culture and students’ language level Depends on activity type and approach to teaching

38. SUMMARY/ REVIEW Over-and under- correction have consequences: find a balance. Negotiate a plan for error correction with students. Try to understand why students are making errors. There are multiple questions to ask to determine when and how to give corrective feedback. Uptake and repair are essential for effective corrective feedback regardless of technique.

39. SUMMARY/ REVIEW 1. Recast 2. Clarification request 3. Metalinguistic feedback 4. Elicitation 5. Repetition 6. Explicit correction

40. Good to know, she was the only one sleeping during the lecture. =)